中學生數學自主學習情況調查研究---以澳門某一所學校為例

This study aims to explore the relationship between self-regulated learning ability, learning motivation and learning strategies in math learning, and to explore whether learning motivation play the role of mediating changes in this process. The research subjects were 570 students from the first to the second grade of junior high school. Three scales were used for questionnaire surveys, and SPSS and AMOS were used for statistical analysis and structural equation model construction.

The results showed a significant positive relationship between students’ self-regulated learning ability and their learning motivation, indicating that better learning planning and self-management can help strengthen the development of motivation. In addition, learning motivation effectively predicted the use of learning strategies, especially in information processing, key-point handling, and concentration. The structural model further confirmed that learning motivation plays a clear mediating role between self- regulated learning ability and learning strategies. This indicates that self- regulated learning ability influences strategy use through motivation, which allows it to develop into stable and concrete strategy application.

This study points out that in the process of promoting independent mathematical learning, schools and teachers should focus on improving students' internal learning motivation, improve the traditional spoon-feeding teaching method, and establish an environment conducive to active learning. In the future, it can be expanded to more school samples and added changes such as gender or teaching style to further explore the diverse factors that affect students' mathematical autonomy.

本研究旨在探討澳門中學生在數學學習中的自主學習能力、學習動機和學習策略之間的關係，並探討學習動機是否在此過程中扮演中介變項的角色。研究對象為某中學初一至高二年級共570名學生，採用了三份量表進行問卷調查，並利用SPSS與AMOS進行統計分析及結構方程模型建構。 研究結果顯示，學生的自主學習能力與學習動機之間存在顯著正相關，顯示良好的學習規劃和自我管理能力能促進學習動機的形成。此外，學習動機也能有效預測學習策略的使用，特別是在資訊加工、處理要點與專注表現方面。結構模型分析進一步確認，學習動機在自主學習能力與學習策略之間具有明確的中介作用，呈現自主學習能力需經由動機的帶動，才能發展成為穩定且具體的策略使用。 本研究指出，學校與教師在推動數學自主學習過程中，應著重提高學生的內在學習動機，並改善傳統灌輸式教學方式，建立有利於主動學習的環境。未來可擴展至更多學校樣本，並加入性別或教學風格等變項，進一步探索影響學生數學學習自主性的多元因素。