Abstract
The purposes of this study were to construct a model of self-regulated learning and to certify it with data from sixth grade elementary school students.
The participants were 299 students from 4 elementary schools in Taipei. The instruments used in this study include: Action Orientation Inventory, Self Efficacy Inventory, Goal Setting Inventory, Interview of Action Control Strategy, Affective Response Inventory, and Inventory of Mathematics Test. The collected data were analyzed with LISREL.
The major findings were: (1) the value of chi-square was not significant at the 0.5 level and meant that the model of self-regulated learning fit the observed data well; (2) the direct effects in the self-regulated learning model were significant regarding action orientation with action control strategy, self efficacy with work performance, self efficacy with goal setting, goal setting with action control strategy, and work performance with effective response; the indirect effects were significant regarding self efficacy with action control strategy and effective response.
| Keywords: | self-regulated learning model; action orientation; action control strategy; self efficacy; goal setting |
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