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系統識別號 U0002-2307201314281700
中文論文名稱 網路學習者之學習自我效能、自主學習能力與學習投入之關係研究
英文論文名稱 A Study on the Relationship among Learning Self-efficacy、Self-regulated Learning and Learning Engagement of Online Learners
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士班
系所名稱(英) Department of Educational Technology
學年度 101
學期 2
出版年 102
研究生中文姓名 王聖葶
研究生英文姓名 Sheng-Ting Wang
學號 698730180
學位類別 碩士
語文別 中文
口試日期 2013-06-18
論文頁數 86頁
口試委員 指導教授-張瓊穗
委員-蔡家文
委員-徐加玲
中文關鍵字 網路學習自我效能  網路自主學習  網路學習投入 
英文關鍵字 online learning self-efficacy  online self-regulated learning  online learning engagement 
學科別分類 學科別社會科學教育學
中文摘要 網路學習在高等教育中日趨蓬勃發展,網路學習者成為虛擬教室的中心角色,其學習情況成為了重要課題。所以本研究旨在瞭解網路學習者之自我效能、自主學習與學習投入之情形與相關程度,並以網路學習者個人背景變項進行差異比較。自主學習包含目標設定、環境建構、任務策略、時間管理、尋求協助與自我評鑑等六個構面;而學習投入包含行為投入、情感投入與認知投入三個構面。本研究採問卷調查法,採以李克特五等量表方式計算,整份問卷整體信度Cronbach’α值為.936。本研究針對淡江大學隨機抽樣共計八班遠距非同步課程,問卷共發出405份,有效問卷共計回收370份,本研究結果如下:(1)淡江大學網路學習者之學習自我效能、自主學習能力與學習投入程度有待加強。(2)網路學習者之性別在學習自我效能、自主學習及學習投入無顯著差異。(3)網路學習經驗次數越多,在學習投入的感知狀況就越高。(4)網路學習自我效能、網路自主學習與網路學習投入間關係為顯著正相關。(5)網路學習自我效能可用來預測學習成績,但網路自主學習與網路學習投入則無法。
英文摘要 Development of online learning in higher education is booming, and online learner become the central role in virtual classroom, so that learners’ learning situation has became an important issue. In this study, the goal is to explore the relationship among learning self-efficacy, self-regulated learning and learning engagement of online learners as well as to estimate these variables according to their background. Variable as self-regulated leaning contains goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, and online learning engagement contains behavioral engagement, emotional engagement and cognitive engagement. This study makes use of questionnaire survey based on five-point Likert scale, the overall reliability of the scale on standardized Cronbach’s Alpha is .936(n=370 on 50 items). After data collection and analysis, the results indicate that 1) Tamkang University online learners’ learning self-efficacy, self-regulated learning and learning engagement have yet to be improved. 2) The gender had no significant difference among learning self-efficacy, self-regulated learning and learning engagement. 3) The more online learning experiences learners had, the higher perception of learning engagement they got. 4) Significant positive correlation exists among online learning self-efficacy, self-regulated learning and learning engagement. 5) Students’ online learning self-efficacy can predict their semester grade but self-regulated learning and learning engagement.
論文目次 目錄
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 重要名詞定義 6
第四節 研究範圍與限制 7
第二章 文獻探討 9
第一節 網路學習 9
第二節 學習自我效能 14
第三節 自主學習 18
第四節 學習投入 25
第五節 自我效能、自主學習與學習投入之相關研究 28
第三章 研究方法 33
第一節 研究架構 33
第二節 研究流程 34
第三節 研究工具 35
第四節 研究對象 42
第五節 資料處理 43
第四章 研究結果與分析 45
第一節 背景資料與自我效能、自主學習及學習投入之描述性統計 45
第二節 學習自我效能、自主學習與學習投入之相關分析 48
第三節 學習自我效能、自主學習與學習投入之多元迴歸分析 50
第四節 學習自我效能、自主學習與學習投入對學習成績之預測 56
第五節 背景變項對學習自我效能、自主學習與學習投入之差異分析 57
第五章 結論與建議 63
第一節 研究結論 63
第二節 建議 65
參考文獻 67
中文部分 67
英文部分 70
附錄 77
附錄一:網路學習之自我效能、自主學習與學習投入相關研究 77
附錄二:網路學習者之學習自我效能、自主學習與學習投入調查問卷 82

表目錄
表2-3-1自主學習定義整理 20
表2-3-2自主學習的六個層面 23
表3-3-1個人背景變項 35
表3-3-2網路學習自我效能量表 36
表3-3-3網路自主學習各構面 37
表3-3-4學習投入各構面 39
表3-3-5量表各構面之題項及信度 41
表4-1-1個人背景變項統計分析 46
表4-1-2網路學習者自我效能、自主學習及學習投入之現況分析 47
表4-2-1網路學習者之學習自我效能、自主學習與學習投入之相關係數表 49
表4-3-1網路學習自我效能對網路自主學習各構面迴歸分析表 51
表4-3-2網路學習自我效能對網路學習投入迴歸分析表 52
表4-3-3網路自主學習對網路學習投入之迴歸分析表 54
表4-5-1學習自我效能、網路自主學習與網路學習投入對學期成績之迴歸分析表 56
表4-5-1性別於網路學習自我效能、網路自主學習與網路學習投入之差異分析 58
表4-5-2網路學習經驗對網路學習自我效能與網路自主學習差異分析摘要表 59
表4-5-3網路學習經驗對網路學習投入各構面差異分析摘要表 60


圖目錄
圖2-2-1效能期望與結果期望的區分 15
圖2-3-1自主學習概念內涵 19
圖2-3-2三元交互決定論模式 21
圖2-3-3自主學習的三元模式 22
圖3-1-1研究架構圖 33
圖3-2-1研究流程 34
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