國中生在公民與社會科的目標導向、自我調整學習與學業成就關係之研究

A Study on the Goal Orientation, Self-Regulated Learning and Academic Achievement of Civic and Social Education for Junior High School Students

本研究旨在探討國中生在公民與社會科的目標導向、自我調整學習和學業成就的關係。本研究採問卷調查法進行，研究發現，國中生在公民與社會科的目標導向對自我調整學習及學業成就都具有正向的影響，且在整體的模式結構中，目標導向的「任務逃避」比「任務趨向」因素負荷量高、「自我逃避」比「自我趨向」的因素負荷量高、「他人趨向」比「他人逃避」因素負荷量高；自我調整學習對公民與社會科的學業成就具正向影響，在整體的模式結構中，自我調整學習構面的效果依序為「動機／情感」、「行為」、「情境」、「認知」；自我調整學習在目標導向和學業成就之間具有中介效果。

This study aims to explore the relationship between goal orientation, self-regulated learning, and academic achievement of junior high school students in civic and social education. The research findings are summarized as follows: junior high students’ goal orientation has a positive impact on self-regulated learning and academic achievement in civic and social education; junior high students’ self-regulated learning has a positive impact on academic achievement in civic and social education; self-regulated learning has a mediating effect between goal orientation and academic achievement; in the overall structural equation of goal orientation, self-regulated learning, and academic achievement, self-regulated learning aspects, listed in order is motivation/affection, behavior, situation, and cognition.