低成就學童的家庭環境與自我調整學習之研究

A Study on Family Environment and Selfregulated Learning of Underachievement Elementary School Students

本研究目的在調查普遍性低成就及國語、數學、英語科低成就學童的出現率；比較低成就學童的家庭環境、自我調整學習與中、高成就學童的差異。受試者來自臺北市六年級學童共1400人，以迴歸分析法區分出低成就學童331人、中成就585人、高成就484人。使用的工具為「學童家庭環境問卷」、「學童自我調整學習量表」。研究結果如下：1. 普遍性低成就及國語、數學、英語科低成就學童的比率均約佔25%。2. 低成就學童的家庭社經地位與家庭氣氛均較中、高成就學童為差。3. 低成就學童在自我調整學習的學習動機、行動控制、認知策略與後設認知上均較中、高成就學童不理想。

The purposes of this research are 1. to investigate the occurrence rate of underachievement students in general subjects and in Chinese, Mathematics and English individually and 2. to compare the differences of family environment and self-regulated learning between the underachievement students and those of medium/high achievement. In this research, 1,400 students studying at the 6th grade of four elementary schools in Taipei City are selected as the Subjects. After being diagnosed with Regression Statistic Method, the Subjects are classified into underachievement-- 331 students; medium achievement-- 585 students; and high achievement-- 484 students. During the research, the“Student's Family Environment Inventory”and ”Student's Self-regulated Learning Inventory”were used as the tools. Research results are as follows: 1. The underachievement students in general subjects and in Chinese, Mathematics and English individually all account for 25%. 2. The family social-economic status of underachievement students is lower than those of medium/high achievement. 3. The family climate of underachievement students is worse than the medium and high achievement students. 4. The underachievement students are not as competent as the medium and high achievement students in their learning motivation of self-regulated learning. 5. The underachievement students are not as competent as the medium and high achievement students in their action control of self-regulated learning. 6. The underachievement students are not as competent as the medium and high achievement students in their cognitive strategies of self-regulated learning. 7. The underachievement students are not as competent as the medium and high achievement students in their metacognition of self-regulated learning.