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本研究目的在瞭解大學生英語學習表現的重要因素，從一所國立大學透過問卷調查法隨機抽取450份樣本，透過迴歸分析獲得以下結論：大學生的背景變項與英語學習表現沒有系統性關聯。大學生的家庭社經地位與學生具有英語檢定資格對英語學習表現有正向顯著影響，然而大學生的性別、自我教育期望、英語補習與英語學習表現沒有明顯關聯。大學生的自律學習、內在動機、外在動機、幸福感受、學習自信愈高，英語學習能力愈好。這些因素又以學生英語學習自信心及內在動機預測英語學習能力最重要。本研究從這些結論，深入討論，提出具體建議

課後學生自主的時間能否自己自律繼續學習，是值得關注的議題。本研究欲瞭解學生從國中到高中自律學習發展情況，以台灣教育長期追蹤資料庫的2,939個追蹤樣本，進行潛在成長曲線模型分析。在本研究的假設模型中發現：兩性學生在自律學習的假設模型無顯著差異，而且國中高自律學習的學生到高中的自律學習成長有限；國中低自律學習的學生到高中自律學習成長幅度較大。至於學生家庭社經地位愈高、父母學校參與和接納的程度愈高，學生國中時期的自律學習情況會愈好；但是學生家庭社經地位愈高、父母學校參與程度愈高，對於學生國中到高中自律學習成長有限，至於父母接納則無顯著影響關係。另外，國中自律學習良好的學生，有較良好的分析能力；但是自律學習無法有效預測分析能力的成長情況。本研究將依據上述研究結果提出相關結論與建議以供參考

本研究在了解澎湖縣馬公國中九年級生的家庭背景與英語自律學習對英語學習成就的影響。研究中以馬公國中九年級385位學生為研究對象，並以期中考成績做為英語學習成就。獲得以下結論：（一）馬公國中九年級生英語自律學習情形良好，以學習動機、後設認知與目標設定較佳，時間管理略低。（二）馬公國中九年級女生英語自律學習與英語學習成就均高於男生。（三）馬公國中九年級生家庭社經地位愈高，英語自律學習與英語學習成就愈好。（四）馬公國中九年級生英語自律學習愈佳，英語學習成就愈高；英語自律學習在背景變項和英語學習成就之間具部分中介效果

Students’ self-regulated learning (SRL) is an important topic. This study examines the development of self-regulated learning and math achievement. The sample from the 4th- to 6th-grade elementary schools students. Structural equation modeling with the latent growth curve models is employed to analyze the data. The analysis results are as follows: The gender differences really exist regarding the development of SRL. Between self-regulated’ slope and math achievement’s slope and between self-regulated’ intercept and math achievement’s intercept both have positive relationships. In all students sample and girl’s sample, they have a negative relationship between self-regulated’ slope and intercept. The growth of self-regulated learning is curve, not linear, so could not accurately predict the trend of self-regulated learning in future. Girls’ self-regulated learning are better than boys’, but boys’ growth rate are better than girls’. Boys’ math achievements are better than girls’, and the growth rate is too. Bnd

課後學生自主的時間能否自己自律繼續學習，是值得關注的議題。本研究欲瞭解學生從國中到高中自律學習發展情況，以台灣教育長期追蹤資料庫的2,939個追蹤樣本，進行潛在成長曲線模型分析。在本研究的假設模型中發現：兩性學生在自律學習的假設模型無顯著差異，而且國中高自律學習的學生到高中的自律學習成長有限；國中低自律學習的學生到高中自律學習成長幅度較大。至於學生家庭社經地位愈高、父母學校參與和接納的程度愈高，學生國中時期的自律學習情況會愈好；但是學生家庭社經地位愈高、父母學校參與程度愈高，對於學生國中到高中自律學習成長有限，至於父母接納則無顯著影響關係。另外，國中自律學習良好的學生，有較良好的分析能力；但是自律學習無法有效預測分析能力的成長情況。本研究將依據上述研究結果提出相關結論與建議以供參考。 Students self-regulating their learning after school is an important topic. This study examines the development of self-regulation learning (SRL) and analytical abilities using 2,939 samples from junior high schools and senior high schools. Data were collected from the Taiwan Education Panel Survey (TEPS). A latent growth curve model was employed to analyze the data. The analysis results are as follows: No gender differences exist regarding the development of SRL and analytical ability in both junior and senior high school students in Taiwan. Junior high school students with higher levels of SRL tend to make less SRL progress during senior high school, whereas students with lower SRL levels tend to make greater progress. Junior high school students with higher family socioeconomic status, greater parental involvement and acceptance, and superior SRL levels demonstrated less SRL progress in senior high school. Additionally, junior high school students with higher SRL levels tend to have greater analytical abilities. However, the SRL level of senior high school students could not accurately predict their analytical abilities. Based on these results, this study provides a number of conclusions and suggestions for practical applications and future research.