| Summary: | 碩士 === 立德大學 === 應用英語研究所 === 97 === The research substantially aimed to examine the multi-lateral relationship among motivational construct of self-regulation, copious learning strategies of self-regulation, underlying epistemological beliefs, and English proficiency. Quantitative methodology was implemented. A total of 347 English major undergraduate students from the selected universities in Taiwan responded to the EBI and MSLQ questionnaires on students’ epistemological beliefs, motivation and cognitive and metacognitive learning strategies of self-regulated learning. Descriptive statistics, path analysis, and stepwise multiple regressions were manipulated in statistical techniques. Results of the study were summarized as the following: (1) Among the entire multi-dimensional epistemological beliefs, most students possessed a strong simple knowledge belief, (2) In opposition to simple knowledge, there were fewer college students believed in the notion that learning can be quick and fast, (3) Concerning undergraduates’ motivational dynamics of self-regulatory activities, their most intense motivation was manifest in intrinsic goal orientation and task value, (4) Taiwanese students tended to have lower test anxiety, (5) English major students’ cognitive and metacognitive learning strategies of self-regulation indicated high elaboration skills while they were learning English, (6) Many college students found it difficult to manage their studying time efficiently and to administrate their milieu well for reading and studying, (7) English major undergraduate students’ internal epistemological beliefs and motivation of self-regulatory behaviors were significantly positively related to each other, (8) The influence of motivation of SRL on epistemological beliefs was reaching significance and direct effects. Moreover, the influence of motivation of SRL on English proficiency was achieving significance and direct effects. Besides, through the intermediate variable (epistemological beliefs), the indirect effects of the motivation of SRL on English proficiency was significant, (9) The impact of learning strategies of SRL on epistemological beliefs was failing to attain significance and direct effects. In addition, through the intermediate variable (epistemological beliefs), the indirect effects of the learning strategies of SRL on English proficiency was not significant. However, the impact of learning strategies of SRL on English proficiency was achieving strong significance and direct effects. Likewise, the impact of epistemological beliefs on English proficiency denoted significance and direct effects.
Key Words: English major, undergraduate, college student, epistemological beliefs, epistemology, self-regulated learning, self-regulation, motivation, learning strategy,
cognition, metacognition, and English proficiency
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