大專院校生特質焦慮與自我調整學習之關聯──以社會支持與學習自我效能為中介變項

The Relationship between Trait Anxiety and Self Regulated Learning among College Students: The Mediating Roles of Social Support and Learning Self-Efficacy

本研究旨在探討大專院校生特質焦慮傾向如何影響自我調整學習能力，並檢視社會支持與學習自我效能在上述關係中的中介效果。透過社群媒體發佈問卷，以國內大專院校學生為研究對象進行調查，有效問卷共310份，其中男性90人，女性216人，不便透露性別者4人。本研究採用問卷調查法，研究工具包括「特質焦慮量表」、「社會支持量表」、「學習自我效能量表」、「自我調整學習量表」。正式研究排除預試使用的110份樣本，採用其餘200份樣本以迴歸及中介效果分析進行資料分析，結果顯示特質焦慮會負向預測自我調整學習能力，而特質焦慮對社會支持有負向影響。社會支持則對於自我調整學習效能有正向影響；特質焦慮對學習自我效能有負向影響，學習自我效能可以正向預測自我調整學習，社會支持與學習自我效能皆能作為特質焦慮與自我調整學習間的中介變項。在實務上，本研究建議大專院校促進學生與同儕、教職員的互動，強化社會支持、獲得學術生活所需資源，藉營造良好學習氣氛以及推行專題學習模式，催化學生學習主動性，從中提升學習自我效能。

 

This study investigates the impact of trait anxiety on self-regulated learning ability among college students and explores the potential mediating role of social support and learning self-efficacy. A survey was conducted using a questionnaire distributed via social media, targeting college students in Taiwan. A total of 310 valid responses were collected, comprising 90 males, 216 females, and 4 participants who preferred not to disclose their gender. The research employed a questionnaire survey method using the following scales: the Trait Anxiety Inventory, the Social Support Scale, the Learning Self-Efficacy Inventory, and the Self-Regulated Learning Scale. During the pre-test phase, 110 valid samples were obtained through proportional stratified sampling for internal consistency and confirmatory factor analysis. After excluding 110 samples used in a pilot study, 200 samples were analyzed using regression and mediation effect analyses. The results indicated that trait anxiety negatively predicts self-regulated learning abilities and has a negative impact on social support, while social support positively correlates with self-regulated learning. Similarly, trait anxiety negatively influences learning self-efficacy, which in turn positively predicts self regulated learning ability. Both social support and self-efficacy serve as mediating variables between trait anxiety and self-regulated learning. In practice, this study suggests that universities should encourage interaction between peers and faculty to strengthen social support and provide resources necessary for adapting to academic life. Additionally, screening for the quality of social support can help identify students in need of intervention-focused counseling services. To enhance learning self efficacy, universities can create a positive learning environment and implement project-based learning strategies to foster students’ initiative and boost their confidence in learning.