| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 96 === A STUDY OF THE SELF-REGULATED LEARNING FACTORS AND THE EFFECTS OF LEARNING STRATEGIES ON FIFTH AND SIXTH GRADE STUDENTS
Huang, Chun-Chieh
Abstract
The purpose of this research was to investigate the self regulated learning factors of the fifth and sixth grade students and to identify the effects of the learning strategies. This research divided into three parts: In Study I, 1316 fifth and sixth grade students in 24 elementary schools in Tainan were sampled . The students filled out “Scale of Motivational Beliefs ”and “Scale of the Self-regulated Learning”. Also, their social studies grades were obtained from the school administers to find connection and interaction degree of of each variable. In Study II , Three sixth-grade classes of a elementary school were the subjects for the experiment . The experimental group received self-regulated teaching and learning strategies training for ten times in three months, while the control group did not receive any experimental teaching. In Study III, the experimental group students carried on interviews to inquire into the effects of the self regulated learning strategies.
The major findings were as follows:
1. In “Scale of Motivational beliefs ”, the girls in the fifth grade had higher scores than the boys in the same grade and the girls in the sixth grade.
2. In “Scale of Self-regulated Learning”, the girls in the fifth grade had higher scores than the boys in the same grade and the girls in the sixth grade.
3. There were significant positive correlations between background variables and motivational beliefs; and all variables were significantly correlated with self-regulated learning except for residence, sex and grade.
4. Perceived teachers’ expectations, perceived mothers’ expectations, perceived fathers’ expectations and sex were good predictors for the variables of “Scale of Motivational Beliefs ” of students.
5. Perceived teachers’ expectations, perceived mothers’ expectations, perceived fathers’ expectations and grade were good predictors for the variables of “Scale of Self-regulated Learning ” of students.
6. Residence ,grade, self-regulated learning and perceived mothers’ expectations were good predictors for the students’ achievement of social studies .
7. In study II, experimental study of strategies training for self-regulated learning and learning strategies training, showed that the girls joining in strategies training for self-regulated learning group got highest scores in “Scale of motivational Beliefs ”. The students joining learning strategies training group got highest scores in achievement of social studies .There were no significant difference and interaction between sexes and groups in the posttest after a month.
8. In study III, the students joining experimental group to be interviewed reflected positive effects of the experiment.
Based on the findings, implications and suggestions for future research of this study were discussed.
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