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|Type of Document
||An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities|
|Date of Defense
self-regulated learning strategies
||The purpose of this study was to explore self-regulated learning strategies (SRLS) and |
the relationship between SRLS and academic achievement of junior high school students
with learning disabilities (LD).
One hundred fifty-three male and seventy-five female LD students in Kaohsiung City
were recruited in this study. Data were collected from the questionnaire and in-depth
interview. Descriptive statistics, one-way ANOVA, multiple regression techniques were
conducted to analyze the quantitative data obtained. In addition, an inductive content
analysis was conducted to analyze the interview result. The main findings were as follows:
1. “Goal-efficacy strategy” was the most common used of all participants; while SRLS
“meta-monitoring and value-affection strategies” was the least used.
2. Female LD students applied “goal-efficacy strategy” and “strategy-usage strategy”
significantly more often than their male counterparts.
3. LD students with higher academic achievement used SRLS significantly more often than
LD students with lower academic achievement.
4. There were a significant positive correlation between SRLS and academic achievement.
“Strategy-usage” in particular was the most significant predictor for LD students’
5. The result of students’ and teachers’ interviews supported the quantitative result. Several
explanations were found relating self-regulated learning strategies to LD students’
Based on these results, some suggestions were made for facilitating the LD education
and future research.
||Hung-Chih Lin - chair|
Su-Hsiang Chung - co-chair
Zuway-R Hong - advisor
indicate in-campus access in a year and off_campus not accessible|
|Date of Submission