「國中公民與社會科自我調整學習量表」之編製與驗證

Development and Verification of a Questionnaire on Self-Regulated Learning in Junior High School Civics and Social Studies

自我調整學習能影響學生的學業成就表現，當學生自我調整學習的能力越好，則學業成就表現會越好。本研究旨在編擬國中生在公民與社會科的自我調整學習量表，本研究預試階段以臺南市國中學生為研究對象，正式量表則以我國全體國中生為研究對象，以多段式的抽樣方法進行。正式量表共有 59 題，分成認知調整、動機/情感調整、行為調整、情境調整等四個分量表，有效樣本數為 1,932 份；之後透過信度分析、驗證性因 素分析等，本量表具有良好的信度及效度檢驗結果，適配度也多達到標準。本研究亦發現國中生在公民與社會科的自我調整學習屬於中上程度，其中以「動機/情感調整」最重要；性別在公民與社會科的自我調整學習不具有顯著差異；年級在公民與社會科自我調整學習的顯著差異情形為一年級高於二、三年級，二、三年級之間不具有差異情形。本研究最後依據研究發現結果提出教師在進行公民與社會科的教學建議，最後則對後續研究提出建議，俾供公民與社會科教師和相關領域的研究人員參考。綜而言之，本量表具有良好的品質，信、效度皆獲得支持。

 

Self-regulated learning affects student academic achievement and performance. Students capable of self-regulated learning tend to achieve favorable academic performance. The aim of this study was to devise a questionnaire measuring self-regulated learning among junior high school student studying civics and social studies. A pilot survey was conducted with junior high school students in Tainan City, and the finalized questionnaire was administered to junior high school students across Taiwan through multistage sampling. The finalized questionnaire comprised 59 items from four scales: cognition regulation, motivation/affect regulation, behavior regulation, and context regulation. A total of 1,932 valid responses were collected; reliability analysis and confirmatory factor analysis revealed the scales to have satisfactory internal consistency, validity, and goodness-of-fit. The responding students exhibited a moderately high level of self-regulated learning in civics and social studies, with motivation/affect regulation being most essential for such learning. Male and female students differed nonsignificantly in their self-regulated learning. Students of different grades reported significantly different levels of self-regulated learning in civics and social studies; specifically, seventh grade students demonstrated a higher level of self-regulated learning than did those in the eighth and ninth grades, whereas the difference between the ninth and tenth grades was nonsignificant. According to the findings, learning recommendations are proposed for students in civics and social studies, teaching recommendations are proposed for teachers of the subjects, and research recommendations are made for future work. The findings may serve as a reference for junior high school students, teachers, and researchers in related fields. Overall, the designed questionnaire exhibited satisfactory quality, and its reliability and validity were verified.