Recently much focus has been given to studies regarding the presence of self-regulated learning strategies. This study examined the relationship between self-regulated 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 of variance. 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 the local Taiwanese and new migrant children. Finally, the partial mediating effect of self-regulated 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.
本研究探討自律學習策略與相關學習因素的關係，並進一步探討其在性別和本國籍與新移民子女間的差異。本研究以自編問卷對北臺灣五所國民小學四年級學生進行施測，統計分析方法包含皮爾遜積差相關、結構方程式模型之多樣本分析、單因子多變量變異數和最小平方法迴歸分析。研究發現自律學習策略，與各科目自我效能和學習興趣之間具有正向顯著關係存在，而且與提升各科學業成就和縮短國文、英文科目的寫作業時間有關。另外，自律學習策略在兩性之間呈現差異，且以女生優於男生；至於本國籍與新移民子女之間，則未達顯著差異。最後，自律學習策略，在自我效能和學業成就之間，具有部分的中介效果。根據上述研究結果，本研究一併提出相關結論與建議以供參考。
