The Relations among Chinese Literature Mastery Classroom Goal Structure, Autonomous Motivation and Self-regulated Learning of Senior High School

• Main Authors: Sung, Minyuan, 宋旻原
• Other Authors: 林啟超
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/23513587701797310483

碩士 === 東海大學 === 教育研究所 === 99 === The purpose of this study was to explore the relations among mastery classroom goal structure, autonomous motivation and self-regulated learning to the students at senior high schools. The samples of the research were the 10 and 11 graders of students in Taichung City, collected from 8 high schools, altogether 714 students. The instruments used in the study included Mastery Classroom Goal Structure Scale, Autonomous Motivation Scale, and Self-regulated Learning Scale. Data was analyzed by using descriptive statistics, Hotelling T2, Pearson’s product-moment correlation, multiple regression and hierarchical regression. The main results of this research were following: 1. The level of senior high school students’ mastery classroom goal structure, autonomous motivation and self-regulated learning was ranked as above average. 2. There were effects on mastery classroom goal structure, autonomous motivation and self-regulated learning. Female students were higher than male students did. 3. There were significant correlations between mastery classroom goal structure and autonomous motivation, mastery classroom goal structure and self-regulated learning, autonomous motivation and self-regulated learning respectively. 4. Mastery classroom goal structure (task, recognition / evaluation, grouping, teacher autonomy support) could positively predict autonomous motivation (intrinsic motivation, identified regulation). 5. Mastery classroom goal structure (task, recognition / evaluation, grouping, teacher autonomy support) could positively predict self-regulated learning（metacognitive strategies, learning goal setting）. 6. Autonomous motivation (intrinsic motivation, identified regulation) could positively predict self-regulated learning（metacognitive strategies, learning goal setting）. 7. Autonomous motivation was the mediator between mastery classroom goal structure and self-regulated learning.