| Summary: | 碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 93 === The purpose of this study is to investigate the effects of motivation on self-regulated learning, the correlation among the self-regulated learning processes, and the effects of self-regulated learning processes on academic achievement among junior high school students. This study also examines the appropriateness of the hypothesized model of self-regulated learning processes. There are 678 junior high school students participated in this study.
The results of the study are summarized below:
(1) The effect of motivation on self-regulated learning process: Self-efficacy and task value have positive effects on self-observation, self-judgment, and self-reaction. Test anxiety has direct and positive effects on self-observation and self-judgment, but has negative effects on self-reaction.
(2) The effects of self-regulated learning processes: Self-observation has positive effects on self-judgment, which in turn, has positive effects on self-reaction.
(3) The effects of self-regulated learning processes on academic achievement: Self-reaction has positive effects on students’ academic achievement, and self-observation has positive effects on students’ academic achievement through self-judgment and self-reaction.
(4) The appropriateness of the hypothesized model: The results of the goodness-of-fit indexes indicate that the hypothesized model of self-regulated learning processes adequately describe the sample data.
Finally, according to the results of this study, implications and suggestions for teaching and future research are provided.
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