技術型高中電機電子群學生自我效能與專題製作學習成效之關係：自我調整學習之中介效果

Abstract

本研究旨在探討技術型高中電機電子群學生的自我效能與專題製作課程學習成效之關係，並以自我調整學習做為中介變項，以瞭解其影響效果。本研究抽取台北市立電機電子群學生313人為樣本，進行「專題製作課程自我效能與自我調整學習調查問卷」施測，所得量化資料採取描述性統計、皮爾遜積差相關及階層多元迴歸等方法，進行統計分析。主要研究結論包括：一、電機電子群學生在專題製作課程中，自我效能越好、自我調整學習越高者，其學習成效越佳。二、電機電子群學生在專題製作課程中，自我效能與自我調整學習對學習成效皆有顯著預測力。三、電機電子群學生在專題製作課程中，自我調整學習在自我效能對學習成效影響中具部分中介效果。根據上述結論，本研究分別以從專題課程設計、教師教學、技術型高中電機電子群學生及未來研究等方面提出建議，以供教育行政機關、技術型高中及專題製作任課教師參考。

The purpose of this study was to investigate the relationship between learning outcome of capstone project course and self-efficacy in the student of electronics and electrical engineering in vocational high schools with the mediator effect of self-regulated learning. The sample included 313 electronics and electrical engineering students in Taipei city. A questionnaire was developed to collect data and descriptive statistics, person’s product-moment correlation, and multiple regression analysis were utilized to analyze them. The major conclusions were summarized as followings：1. Electronics and electrical engineering students’ self-efficacy and self-regulated learning was significantly correlated to their learning outcome. 2. Students’ self-efficacy and self-regulated learning had a predictive power on their learning outcome. 3. Students’ self-regulated learning was full mediation in their learning outcome. According to the conclusions, this study provided suggestions for education administration authorities, schools, and vocational high schools on topics of capstone project course design, teaching, electronics and electrical engineering students and future research. Suggestions such asteachers could emphasize on problem-solving skills as designing capstone sourse and perform a role of facilitator during students learning process.