The Development of Learning to Learn Competence Scale for College Students

碩士 === 國立清華大學 === 學習科學研究所 === 104 === In recent years, increasing attention had been drawn to learning to learn competence politically, practically, and academically, but it still remained a fuzzy notion. No specific instrument was developed for higher education. Hence, the present study aimed at ex...

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Bibliographic Details
Main Authors: Liao, Fan Yi, 廖凡毅
Other Authors: Chen, Su Yen
Format: Others
Language:en_US
Published: 2015
Online Access:http://ndltd.ncl.edu.tw/handle/89729193412838839146
Description
Summary:碩士 === 國立清華大學 === 學習科學研究所 === 104 === In recent years, increasing attention had been drawn to learning to learn competence politically, practically, and academically, but it still remained a fuzzy notion. No specific instrument was developed for higher education. Hence, the present study aimed at exploring the essence of learning to learn competence and developing the Learning to Learn Competence Scale (L2LCS) for college students. L2LCS was a 6-point-Likert scale with 38 Chinese items. Three subscales were included: knowledge, attitudes, and skills. In total, 1744 college students were recruited from 25 universities across Taiwan. The data collected were analyzed through descriptive statistics, item analysis, reliability analysis, factor analysis, correlation analysis, discriminant analysis, regression analysis, and norm development. Major findings were summarized as follows. First, L2LCS consisted of 7 factors. In the knowledge dimension, there were “Awareness of self as a learner”, “Awareness of social interaction”, and “Awareness of potential of learning”; in the attitudes dimension, there were “Readiness to challenges” and “Commitment to learning”; and in the skills dimension, there were “Capacity to transfer” and “Capacity to regulate”. Second, the internal consistency was estimated by Cronbach’s alpha, composite value, and average variance extracted. The coefficients of knowledge subscale lay between .76 and .89; the coefficients of attitudes subscale lay between .88 and .90; and the coefficients of skills subscale lay between .88 and .89. For the entire scale, the coefficient reached .965. All the CR values were higher above .70 and all the AVE values were higher above .30. These showed that the observed items could explain appropriate variance together with good reliability. The coefficient of test-retest reliability with one-week interval was between .79 and .90. Hence, L2LCS was proved to have good internal consistency and stability. Third, the results of confirmatory factor analysis indicated that the model was well supported by observed data. These results supported the scale structure. Learning to learn competence was significantly related to metacognition and motivation. It was also a predictor of students’ learning outcomes, estimate of gains in particular. Fourth, except gender, significant difference on learning to learn competence was found by grade, college, class ranking, job experience, and club experience. Eventually, the application of L2LCS and the suggestions for the future research were discussed.