| Summary: | 博士 === 國立屏東教育大學 === 教育行政研究所 === 94 === ABSTRACT
This study was investigate the relationship between adjustment behavior of primary indignity students and their cultural identification, self-regulated learning toward achievement.
It adopts the method of questionnaire survey, sampling 1099 students of the 5th and 6th grade from 12 ethnic tribe in Taiwan. Questionnaire consists of three subscales which called Student’s Learning Experience , including Indigence Adjustment Behavior Scale, Indigence Cultural Scales , Indigence Self-regulated Learning, and use t-test, ANOVA, Product-moment correlation, regression analysis, and Linear Structure Model to implement data analysis and verification hypothesis. Major findings and conclusions of this study are described as following.
1. For the moment Indigence pupils’ adjustment behavior is well, specially, leisure adjustment is more better.
2. Indigence pupils’ cultural identification level is well, but their cultural integration needs reinforcing.
3. Indigence pupils’ self-regulated learning is above meddle level, but their achievement performance is meddle.
4. Pupils who differ in gender ,grade, family differ in their adjustment behavior, cultural identification level, self-regulated learning and achievement performance.
5. Pupils who differ in adjustment behavior differ in cultural identification level, self-regulated learning and achievement performance.
6. Pupils who differ in cultural identification level and type differ in self-regulated learning and achievement performance.
7. Pupils who differ in self-regulated learning differ in achievement performance.
8. Predictors variable is positive correlation with criterion. By means of predictive analysis, “outcome reflection and modification, cultural belonging, strategic implement and monitoring have better predictive force than others to criterion.
9. Path analysis of SEM on the relationship of adjustment behavior, cultural identification level, self-regulated learning and achievement performance model reveals the fit is well.
10. In this model, adjustment behavior has direct influence on cultural identification level and self-regulated learning, and has indirect influence on achievement performance. Besides, cultural identification level and self-regulated learning have direct influence on achievement performance.
Lastly, according to the results and findings above, eight concrete suggestions are proposed to be references for developing and further indigence education to enrich performance about adjustment behavior, cultural identification level, self-regulated learning and achievement performance, and also for people who are interested in the subject.
keywords:primary indignity students, adjustment behavior,cultural identification, self-regulated learning achievement
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