高中職學生學習風格、自我調整學習與學業成就之關係

• Main Author: 蔡淑薇
• Other Authors: 林清文
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/82513082882019525857

碩士 === 國立彰化師範大學 === 輔導與諮商系 === 92 === The purposes of this study were to understand the relation-ships among learning style, self-regulated learning, and academic achievement of senior high school students. 803 senior high school students in central Taiwan were selected randomly to participate in the study. All the participates completed the Kolb Learning Style Inventory and the Self-Regulated Learning Scale. Data obtained in this study was analyzed by applying descriptive statistics, two-way ANOVA, multiple regression analyses, one-way MANOVA, discriminate analysis. The findings of this study were as follows: 1.Senior high school students were concrete and reflective. 2.Regarding to students in different grades, there were no significant differences among senior high school students in learning style. 3.Female students tended to score higher on the Concrete Experience orientation while male students tended to Abstract Conceptualization. No consistent differences between female students and male students had been identified on the active/reflective dimension. 4.Senior high school students tended to regulate on the areas of cognition, motivation/affect, behavior, and context . 5.The senior school students of the second grade and third grade would regulate on the areas of cognition, behavior, and context more than the first grade. 6.Female students tended to regulate on the areas of behavior and context than male students. 7.Correlations among students’ self-regulated learning, and academic achievement were found significant. 8.The students’ preferences for learning styles were“assimilator,” “diverger,”“accommodator,”and “diverger” in priority. 9.There were differences among four learning styles on the self-regulated learning and academic achievement. The diverger and the assimilator often regulated on the area of cognition and had the highest Math achievement. The assimilator and the diverger often regulated on the area of cognition and had the highest Chinese achievement. Implications of these results were discussed and suggestions for future research were also given.