Title page for etd-0907109-154303


[Back to Results | New Search]

URN etd-0907109-154303
Author Yi-An Chen
Author's Email Address No Public.
Statistics This thesis had been viewed 5570 times. Download 24 times.
Department Education
Year 2009
Semester 1
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities
Date of Defense 2009-09-01
Page Count 130
Keyword
  • learning disabilities
  • self-regulated learning strategies
  • academic achievement
  • Abstract 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’
    academic performance.
    5. The result of students’ and teachers’ interviews supported the quantitative result. Several
    explanations were found relating self-regulated learning strategies to LD students’
    academic performances.
        Based on these results, some suggestions were made for facilitating the LD education 
    and future research.
    Advisory Committee
  • Hung-Chih Lin - chair
  • Su-Hsiang Chung - co-chair
  • Zuway-R Hong - advisor
  • Files
  • etd-0907109-154303.pdf
  • indicate in-campus access in a year and off_campus not accessible
    Date of Submission 2009-09-07

    [Back to Results | New Search]


    Browse | Search All Available ETDs

    If you have more questions or technical problems, please contact eThesys