Exploring the relationships among self-efficacy on science reading, self-regulated learning, and reading performance in reading science hypertext

• Main Authors: Huang, Chen-Ling, 黃珍鈴
• Other Authors: Wang, Chia-Yu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/85qttb

碩士 === 國立交通大學 === 教育研究所 === 105 === Reading is a major way to gain scientific knowledge. Reading science texts can prompte thinking about scientific theories and application of scientific knowledge. The blooming of informational technology has increased the opportunities of electronic reading, such as reading e-books or webpages with hyperlinks. The features of dynamic reading have demanded learners to equip self-regulated learning skills for better reading comprehension. Previous studies have shown a significant correlation between learners’ self-efficacy and their use of SRL strategies. In addition, frequencies in use of self-regulated learning strategies were significantly and positively correlated with reading comprehension. However, only few studies have explored the relationship among self-efficacy, SRL skills, and reading comprehension all together. Therefore, the two aims of this study include: exploring the relationships among 7th graders’ self-efficacy on reading strategies, self-regulated learning, and science reading performance, as well as investigating whether self-efficacy on reading strategies and self-regulated learning performance are predictors of science reading performance. This study took a quantitative approach and invited 60 7th graders to read a science hypertext about blood circulation. Learners first completed two paper surveies on self-efficacy in science reading and self-regulated learning, respectively. They then completed the reading task with a time limit of 35 minutes. A reading comprehension test, consisting of multiple choice questions, a matching test, and a short essay, was then given to measure their knowledge gain and the quality of the mental model. Pearson’s correlation analyses were then performed to explore the relationships among self-efficacy on science reading, self-regulated learnign performance, and reading comprehension. Regression analysis was used to examine if self-efficacy on science reading and self-regualted learning predict reading comprehension. The results show that, among self-regulated learning strategies, strategy use and evaluation were significantly and positively correlated with the level of mental model, while the self-efficacy on problem-solving strategies showed a significant positive correlation with the level of mental model. Among self-regulated learning strategies, strategy use and resource regulation are highly correlated with the four dimensions of self-efficacy scale (including global analysis, problem-solving, supplementary strategy, metacognition). The results of regression analyses indicated that strategy use and evaluation predict the level of the mental model, while the self-efficacy on problem-solving strategies predicts the score of the multiple choice items. Implications and suggestions for future research are discussed.