2001年9月 10-3國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究
| 魏麗敏 | 黃德祥 |
| 國立臺中師範學院諮商與教育心理研究所 | 國立彰化師範大學教育研究所 |
本研究之主要目的在於探討影響圈中與高中學生學業成就之背景因素、家庭環境、學習投入狀況與自我調節學習等重要變項的作用與關聯。具體目的在於考驗不同背景變項在中學生學習歷程上的差異、背景變項與歷程變項之預測作用、以及自評等第對學習結果的影響。
本研究的受試者係取自北、中、南、東12 所國中與高中的學生共531人，其中男生218 人，女生313 人。另外，本研究並有相對的家長受試者461人，以及班級導師受試者14 人。受試者經施以自編的「背景資料調查表」、「家庭環境調查表（學生自評）」、「家庭環境調查表（家長評定）」、「學習動機量表」、「學習投入量表（學生自評）」、「學習投入量表（家長評定）」、「自我調節學習量表（學生自評）」、「自我調節學習量表（教師評定）」’以及「學業成績調查表」等。所得資料經以變異數分析法、t 考驗與多元迴歸分析等加以考驗，結果獲致下列重要的發現：
一、高社經地位之受試者其自評之家庭環境得分顯著的高於低社經地位受試者﹔高社經地位家長所評定的家庭環境得分也顯著的優於相對組別。
二、親子間對學習投入之看法差異，因不同學習階段而有顯著不同，圈中階段親子間差異更大。
三、自評家庭環境較佳之受試者其學習動機、自評學習投入與父母評定學習投入得分均較高。
四、自評家庭環境較高組別之受試者其自我調節學習得分較高﹔學習動機與學習投入高分組之自我調節學習得分亦顯著的高於低分組。
五、經由多元迴歸發現，家庭環境在五個預測變項中，對學習動機依變項最具顯著預測效果，家庭環境與學習動機變項又對學生的學習投入最具顯著預測作用。
六、經由多元迴歸分析發現，在各背景變項與歷程變項中，以學習階段、自評家庭環境、學習動機、家長評定學習投入、學生自評學習投入等對自我調節學習具顯著預測作用。
本研究最後根據研究發現，對中學生之父母、教師、學生，以及學校輔導人員提供各項增進學生有效學習及提高學業成就的建議，最後，本研究亦對未來相關研究提供各種建議。
關鍵字
家庭環境、學習投入、學習動機、自我調節學習、學業成就
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