| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 96 === The purpose of this research was to understand the present situation regarding the relationships among academic stress, self-regulated learning strategies and academic performance of 6th grade elementary school students, and to examine how the academic stress and self-regulated learning strategies in 6th grade elementary school students might predict academic performance. Then, according to the results, some suggestions concerning education, counseling and further research will be offered for reference.
Questionnaires were chosen as the instrument for this research, such as: “Elementary School Students Academic Stress Scale” and “Self-regulated Learning Strategies Scale.” A total of 586 6th grade students of effective samples from twenty elementary schools in Tainan County, Tainan City, Kaohsiung County, and Kaohsiung City, participated in the research. Descriptive statistics, t-test, one-way ANOVA, Pearson correlations and multiple regression were conducted in order to test each research question.
The conclusions of this research are summarized as follows:
1. The perception of academic stress on the part of 6th grade elementary school students was lower than medium status. Among the different aspects of academic stress, listed from the highest to the lowest, were: “Stress of Parents”, “Personal Stress”, “Stress of Peers”, and “Stress of Teachers”.
2. The use of self-regulated learning strategies on the part of 6th grade elementary school students was higher than medium status. Among the different aspects of the self-regulated learning strategies, the highest frequency of use was the “Strategies of Extrinsic Motivation”, and the lowest frequency of use was the “Strategies of Information Processing”.
3. In regard to different gender and areas of concern of the 6th grade elementary school students, some aspects of academic stress and self-regulated learning strategies were found to significantly differ.
4. The 6th grade elementary school students with different academic stress and self-regulated learning strategies exhibited significant difference in regard to certain aspects of academic performance.
5. Significant negative relationship was found to exist between a part of 6th grade elementary school students' academic stress and their academic performance.
6. Significant positive relationship was found to exist between 6th grade elementary school students' self-regulated learning strategies and their academic performance.
7. Concerning elementary school students' academic stress, part of the self-regulated learning strategies was positively related and part was obviously negatively related.
8. Academic performance could be significantly predicted by 6th grade elementary school students’ level of academic stress and self-regulated learning strategies.
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