本研究是有關國小學童自我調節的學習特質，在不同的電腦超媒體學習環境中學習自然科學概念的成效研究。研究分為三個階段，第一階段主要是針對國小學童自我調節學習特質進行調查，並檢視測量的工具的信效度以及國小學童自我調節學習問卷因素結構分析，分析結果得出國小學童自我調節學習之三個因素，分別依各因素的成分命名為「學習動機信念」、「考試焦慮」以及「自我調節學習策略」。第二階段以第一階段因素結構分析之結果，測量學童「學習動機信念」、「考試焦慮」以及「自我調節學習策略」，進一第分析三個因素之間的交互作用，並其與學生自然科學期成績之相關。第三階段為實驗研究，隨機分配不同自我調節程度之學生至不同的超媒體設計模式（層階模式、線性模式、自由連結模式）之自然科學概念課程之中，實驗結果得知，不同的電腦瀏覽方式上並沒有得到顯著的差異結果，但是在自我調節學習對學習的態度上則觀察出許多的不同。

The purpose of this study was to determine the implications of instructional structural modules and self-regulation with regard to the design of computer-based science concept learning. A sample of 1362 elementary students was tested to determine the factors involved in students's; responses on the questionnaire of self-regulation in experiment phase 1. An exploratory factor analysis, with direct Oblimin rotation, yielded a three-factor solution: Motivation Belief, Test Anxiety, and Self-regulation Learning Strategy. Experiment phase 2. analyzed the interaction among the three factors conducted from phase 1 and its correlation with the subjects's; academic performance. Experiment phase 3 presented three different computer instructional structural modules to students with different self-regulation. Three hundred and twenty students were tested to determine how they learned from different structural modules of instructional materials. Data of learning performance and attitudes were collected and analyzed. A significant main effect was found from different structural modules on students's; attitudes.

自我調節學習;電腦超媒體學習環境

Self-regulation;Hypermedia learning environment