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|Other Titles:||An Empirical Study of the Relationships among Self-Regulated Learning Strategies,Learning Interests, and Academic Achievements.|
Pei-Ching Chao , Min-Ning Yu
Department od Education, NTNU
Recently much focus has been given to studies regarding the presence of selfregulated learning strategies. This study examined the relationship between selfregulated learning strategies and various learning factors. Additional considerations to self-regulated learning strategies had been also placed on gender differences as well as the differences between local Taiwanese children and new immigrant children.Participants were fourth grade students from five primary schools in Northern Taiwan.Student participants were asked to fill out a questionnaire with regards to their study habits. Data analysis included Pearson correlation, multi-group analysis of structural equation modeling, ordinal least squares regression analysis, and one-way multivariate analysis ofvariance. Results showed that there existed a significant positive relationship between self-regulated learning strategies, learning interest, and self-efficacy of students. The findings also suggested that self-regulated learning strategies successfully reduced the completion time of English and Chinese homework. Additional analysis showed that female students practiced more self-regulated learning strategies than their male counterparts; however, there existed no significant difference between thelocal Taiwanese and new migrant children. Finally, the partial mediating effect of selfregulated learning strategies between self-efficacy and academic achievement was confirmed. According to these results, some conclusions and suggestions were proposed for practical application and future research.
|Appears in Collections:||教育研究集刊|
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