「大學生學習責任感量表」的發展與效度分析之研究

The Scale Development and Validation of the College Student Learning Responsibility

培育學生的學習責任感，不但是教育發展的重要課題，更是學生未來成功就業所必備的指標。本研究根據學習責任感的定義與內涵，邀請六位教育心理專家進行量表之效度審查，經探索性因素分析、驗證性因素分析與效標關聯效度分析，編製「大學生學習責任感量表」，以臺灣964位大學生為樣本進行探究。研究結果顯示：（1）經因素分析歸納出大學生學習責任感的三個因素：「良好的學習態度」、「嘗試學習與遵守規則」、「課堂間的學習行為」。其中，以「嘗試學習與遵守規則」最具解釋力，同時也是現況最佳者，突顯了這種學習責任感在大學生學習經驗上的重要地位，且這三個因素所構成的量表具有良好的信效度；（2）本研究進一步以「學生自我效能」、「內控信念」等二個層面來考驗本量表的效標關聯效度，結果也發現本量表有不錯的效度，其中以「學生自我效能」的效標關聯效度最高。最後，本研究進行討論，並對未來研究提出相關建議。

Cultivating students' sense of learning responsibility is not only the most important issue in educational development but it is essential indicators of the future success of students for employment. According to the definition and contents of learning responsibility, and inviting six educational psychologist for the validity of the scale review, this study developed university students' learning responsibility scale. There were 964 university students participated in this study and found that: (a) three latent variables containing ''good learning attitude'', ''trying to learn and abide by the rules'' and ''learning behavior in the classroom''. These three factors constitute the scale has good reliability and validity; (b) the study further analyze criterion-related validity of this scale by student self-efficacy and internal locus of control. The results also found that this scale has good validity, with ''student self-efficacy'' was the highest. Based on the findings of this study, discussion and suggestions were made for practical work for the school and for future research.