An investigation of college students' self-regulated learning, learning emotion and multitasking on learning outcomes

• Main Authors: I-Ju Chen, 陳以如
• Other Authors: Huey-Wen Chou
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/p59vcp

碩士 === 國立中央大學 === 資訊管理學系 === 106 === In the free learning environment of college student, it becomes important for students to have self-learning skills. Recently, due to the rapid development of information technology, portable devices are very popular, especially in the young generation of college students, the use of mobile devices in classrooms has become popular. Therefore, understanding student use is an important issue in teaching. Therefore, this study explored the degree of college students' use of self-regulated learning strategies, the situation of multitasking, learning outcomes and the effect of learning emotion adjustment. This study used questionnaire survey method. Valid data collected from 463 college students of National Central University. Several findings of this study include: 1. Students' self-regulated learning strategies can significantly affect learning outcomes. 2. Students' multitasking unrelated to learning in the classroom have a negative significant impact on learning outcomes. 3. Students' multitasking related to learning out of the classroom have a positive significant impact on learning outcomes. According to the results, Students' multitasking behavior in the classroom, teachers should make rules that prohibit students from doing multitasking that is not related to learning. Teachers can provide supplementary materials that are relevant to the classroom, allowing students to view and search outside the classroom to improve student learning outcomes.