The Effect of Self-regulated Learning on the Performance of Junior high school student—Take Taoyuan City as an example

• Main Authors: Chia-Min Liu, 劉家旻
• Other Authors: A-Ron Liu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/u6sdbd

碩士 === 元智大學 === 社會暨政策科學學系 === 106 === The purpose of this study was to investigate the current state of learning performance of the middle school students in Taoyuan City and the impact of self-regulated learning on learning performance. The variables explored include personal background information: gender, grade, school type, family socioeconomic status; self-regulated learning scale: self-actual control, self-directed learning choices, learning time adjustment; and the influence of peer relations on learning performance. In this study, a questionnaire survey method was used to use self-regulated learning scales, peer relationship scales, and learning performance scales as research tools. Taking 536 middle school students in Taoyuan City as the research object, a questionnaire survey was conducted; the questionnaires were analyzed by descriptive statistics, t test, single factor analysis of variance, and Pearson's performance-related statistical methods. The results of the study are summarized here. as follows: 1. Secondary school students perform well in school, academic performance is good, and they have good learning performance. 2. Different genders can affect self-regulated learning and learning performance and achieve significant differences. 3. Different grades will affect self-regulated learning and learning performance and achieve significant differences. 4. Different school types can affect self-regulated learning and learning performance and achieve significant differences. 5. There is no significant difference in self-regulated learning and significant differences in learning performance. 6. The self-regulated learning of secondary school students has an impact on learning performance. 7. Peer relations between students in the country have an impact on self-regulated learning. 8. Peer relations between students in the country has an impact on learning performance. 9. There is no significant difference in the status of the family's economic status with peers. Finally, the researcher made recommendations based on the research results. The researchers made specific suggestions for social and education authorities, schools, students in the country, families, and future research. Key words: students in the country, self-regulated learning, learning performance