輔導團體運用自我調整學習策略促進國中學生學習動機與希望感之行動研究

The Action Research on A Counseling Group Using Self-Regulated Learning Strategies to Promote Junior High School Students’ Learning Motivation and Hope

本研究採行動研究取徑，探討輔導團體運用「自我調整學習策略」促進國中學生課業學習動機與希望感的情形。研究目的有三：（一）規劃團體輔導的實施方案；（二）探討團體輔導的實施歷程及結果分析；（三）教師進行省思與專業成長。研究資料的蒐集包含：團體輔導紀錄省思表、國中生課業學習情形量表、活動學習單、同儕觀察員紀錄與討論、訪談記錄等。研究獲致以下結論：（一）啟發學生的動機信念，找到學習盲點及建立自信心，是團體輔導的成功關鍵點；（二）自我調整學習策略能增進團體凝聚力，包含成員間的熟悉和信任感，並建立起團體和個別學習目標；（三）需要提供更多資源、環境管理及後設認知策略，有助於團體輔導成效。

Through the design and implementation of action research， researchers explored the changes of junior high students’ learning effectiveness by using self-regulated learning strategies to promote junior high students’ motivation and hope of learning. The purpose of this study aimed at the following 3 findings: (1) to develop the counseling group plans of self-regulated learning strategies；(2) to explore the influence of adopting upon self-regulated learning strategies and the result analysis； (3) to explore the self-regulated learning strategies to promote junior high teacher thought and professional growth. The resources of collected information included teachers’ group counseling records， students’ worksheets， school students learning situation scale and instructors’ observation forms. The analyses and results indicated as follows: (1) The inspiration of motivation was about the success or failure of a counseling group; (2) Group cohesion played an important catalyst; (3) Resource and environmental management strategies and the general lack of cognitive strategies.