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1
Boyd, Rebecca Suzanne. "Stable Conflict Resolution Styles and Commitment: Their Roles in Marital Relationship Self-Regulation." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4190.
Full textAbstract:
Gottman's (1994a) three stable conflict resolution styles (CRSs), validating, volatile, and avoidant, are different on several dimensions, yet all are predictors of good marital satisfaction. Despite the CRSs equality in marital satisfaction and stability research, teaching couples a validating style is often explicitly more preferential in therapeutic settings. Relationship self-regulation (RSR), described as relationship “work”, is also a strong predictor of relationship satisfaction. Identifying the CRS environment in a relationship that most contributes to the practice of RSR can inform clinical and couple relationship education interventions. Based on its success in improving marital satisfaction in therapeutic settings, a validating CRS was hypothesized to be more closely associated with the practice of RSR by husbands and wives compared to a volatile or avoidant style. A third variable, commitment to the relationship, characterized by a desire to stay rather than an obligation to remain, also was tested as a moderator of the relationship between stable CRSs and RSR. Data from first-married men (856) and women (1406) taking the RELATionship Evaluation (RELATE) online questionnaire was used in correlational and MANCOVA analyses to test the research questions. All three stable CRSs were found to be positively related to RSR. However, the validating style was found to be the most predictive of both RSR effort and strategies compared to the other two styles. Commitment was a moderator between CRSs and RSR for only validating and avoidant CRSs for RSR strategies but not effort. Results generally support the theoretical model tested. Implications for future research and clinical practice are discussed.
2
Shih, Yu-han, and 施育函. "Self-regulated Learning and Learning Styles for College English Majors." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/59618295912061258814.
Full textAbstract:
碩士立德大學
應用英語研究所
98
The purpose of the study substantially aimed to investigate the effects of self-regulated learning and learning styles on English learning for college English majors. A total of 489English major students were selected from the different districts in northern, central, and southern Taiwan. The Self-efficacy for Self-regulated Learning (SESRL) scale (Gredler & Garacalia, 2000) and the Learning Style Inventory (LSI) (Chen, 2007) were the main instruments utilized in the study. The collected data was analyzed by descriptive statistics, the Pearson correlation, and two-way ANOVA. The findings of this study were summarized as follows: (1) there was a significant difference between self-regulated learning and learning styles, and most students applied more self-regulated learning strategies than learning styles preferences; (2) there was a positive correlation between self-regulated learning and learning styles; (3) different factors of gender and districts in self-regulated learning had no interaction effect, but there was a noteworthy interaction effect between gender and districts in learning styles; (4) females used more self-regulated learning strategies and preferred more learning styles than males, and the northern students were the best learners in self-regulated learning and learning styles. According to the findings, some pedagogical implications and suggestions for further research were provided at the end of this study.
3
林容任. "A Study on the Relationship among Learning Styles, Self-Regulated Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01342163066116645357.
Full textAbstract:
碩士國立高雄師範大學
教育學系
96
A Study on the Relationship among Learning Styles, Self-Regulated Learning and Academic Achievement of the Sixth Graders in Elementary School Abstract The aim of this research is to explore the relationship among learning styles, self-regulated learning and academic achievement of the sixth graders in elementary school. The four purposes of this study are to find out about the learning styles and self-regulated learning of the sixth graders in elementary schools, to compare the differences among variables of students’ background in learning styles and self-regulated learning, to analyze the relationship among variables of students’ learning styles, self-regulated learning and academic achievement, and to explore how variables of students’ background, learning and self-regulated learning can predict students’ academic achievement. Survey method was employed for this study. The subjects of this study include 965 sixth graders(508 male students and 457 female students) from 17 public elementary schools in Kaohsiung City. The research instruments of this study include The Basic Information Questionnaire, The Learning Style Scale, The self-regulated Learning Scale. In addition, descriptive statistics, chi-square test, one way ANOVA, step-wise multiple regression techniques are employed to analyze the data obtained. The main findings of this study are as follows: 1. In terms of learning styles, a large number of the sixth graders tend to be “activists”. 2. The self-regulated learning ability of the sixth graders is above average. 3. The learning styles of the sixth graders bear positive correlation with students’ gender. The male students tend to be the “activist” and “pragmatist” while the female students the“reflector” and “theorist”. 4. The self-regulated learning ability of the sixth graders has positive correlation with students’ gender. It is obvious that the self-regulated learning ability of girls surpass that of boys. 5. There’s no connection between the students’ academic achievement and their learning style. 6. The self-regulated learning ability of the sixth graders is related to their academic achievement. The sixth graders of great self-regulated learning ability tend to have a better academic achievement. 7. The self-regulated learning of the sixth graders have positive correlation with students’ learning styles. The sixth graders with the learning style of the “activist” tend to have lower performance than other sixth graders with other learning styles in terms of self-regulated learning ability. 8. The sixth graders’ gender, learning styles and self-regulated learning may serve as predictors of their academic achievement. Based on the findings in the study, some suggestions for teachers and counselors at school, educational related authorities, and further studies are provided. Key words : learning styles, self-regulated learning, academic achievement
4
Peng, Ching-Horng, and 彭清宏. "The Relationship among Junior High School Students’ Parenting Styles, Emotional Intelligencand Self-Regulated Learninge." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19967305639021984819.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
97
Abstract The main purpose of this study was to investigate the relationship among parenting styles, emotional intelligence , and self-regulated learning of public junior high school students.This study used questionnaire survey to collect data. There were 1140 students randomly selected from 13 public junior high schools in northern Taiwan. They were asked to complete a four-part questionnaire which was consisted of four parts : student’s essential data, parenting styles, emotional intelligence and self-regulated learning. The statistical methods used to analyze the data were descriptive statistics, Chi-square test,One-way ANOVA, and stepwise multiple regression analysis. The results of this study were summarized as follows: 1.The junior high school students’ parenting styles, emotional intelligence and self-regulated learning were at the intermediate level or higher. 2.The major parenting styles of the junior high students’ parents were authoritative and authoritarian. 3.Parenting styles were not significantly different owing to junior high school students’ genders. 4.Parenting styles were significantly different owing to junior high school students’ different grades. 5.Parenting styles were significantly different owing to junior high school students’ families’ socioeconomic status. 6.Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to their genders. 7. Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to their grades. 8. Junior high school students’ emotional intelligence and self-regulated learning were significantly different owing to families’ socioeconomic status. 9. Junior high school students of different parenting styles and emotional intelligence were predictive on self-regulated learning. Finally, based on the results of this study, there were some suggestions for parents, schools and educators, and future research.
5
Hsu, Ying-Ying, and 許嫈嫈. "The Relationship among Parenting Styles, Self-Regulated Learning, and Creativity of Junior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58045073687833783408.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
100
Abstract The purposes of this study were to investigate the relationships among parenting styles, self-regulated learning and creativity of junior high school students in central Taiwan. The data was collected by questionnaires and analyzed with descriptive statistic, MANOVA, Pearson product-moment correlation and multiple regression Analysis. The research reached the conclusions as below: First, More parents’ parenting style was “ask”. Second, The best strategy of students’ self-regulated learning was intrinsic motivation and extrinsic motivation. Third, Students’ creativity was above average. Fourth, Students of different backgrounds such as grades and parents’ socioeconomic statuses varied significantly in parenting styles. Fifth, Students of different backgrounds such as genders, grades and parents’ socio economic statuses varied significantly in creativity. Sixth, Students whose parents’ socio economic statuses were different varied significantly in creativity. Seventh, There was a significant correlation between parenting styles and creativity. Eighth, There was a significant correlation between parenting style and self-regulated learning. Ninth, There was a significant correlation between creativity and self-regulated learning. Tenth, Parenting styles and self-regulated learning were predictive of creativity. Finally, some suggestions for teachers, schools and educators, parents, and future research.
6
Mei, Fan Feng, and 范鳳梅. "An Action Research on Learning Motivation and Self-regulated Learning of Students with Different Learning Styles through." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/91725725482247048478.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
97
An Action Research on Learning Motivation and Self-regulated Learning of Students with Different Learning Styles through Inquiry Teaching Abstract The purpose of this study is using action research to implement inquiry teaching, and to assess students’ with different learning styles their learning motivation and self-regulated learning change through inquiry teaching. One class of 34 8th graders participated in this one-year action research. Kolb Learning Style Inventory was used in the beginning of the study to measure student’s learning style. Three stages of action research: the preparatory, the revision and the refined, were introduced, among which the research ameliorated itself according to the students’ needs and the problems they confronted with. In this study, qualitative and quantitative methods were applied to data collection and analysis. The qualitative data included: teacher’s diaries, students’ worksheets, classroom teaching video tapes and students’ interviews. The quantitative data includes self-regulation and learning motivation questionnaires were implemented in the beginning, middle and at the end of the study which were used for the application of One-way ANOVA to the repeated measure design. Findings of the study indicated inquiry teaching elevated the students’ learning motivation. The posttest showed that they have a remarkable advancement in active learning strategy, goal achievement and incentive learning environment. As for the four types of learners classified by Kolb’s Learning Style inventory, though no significant difference on their performance, they all developed a strong incentive toward their study. In addition, when applied in science classrooms, inquiry teaching raised the level of self-regulated learning. This improvement caused a noticeable change in cognitive strategy, which alters the student’s learning style. Despites the advantages, disadvantages in inquiry teaching troubled those executants. Suggestions to the issues concerning about parents’ responses, laboratory equipments and so on would be discussed in the final part of the essay for further consideration. Keywords: Inquiry Teaching, Learning Style, Self-regulated Learning, Learning Motivation
7
Hsu, Shu-Chuan, and 許淑娟. "The Relationships of Different Motivational Styles, Self-Regulated Learning Strategies, and Gender of Junior High School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73990883632566347825.
Full textAbstract:
碩士國立彰化師範大學
生物技術研究所
95
The purposes of this study were to examine the relationships among different science motivational patterns, self-regulated learning strategies, science achievement and gender of junior high school students. The study used survey research; 922 junior high school students in central Taiwan were selected randomly to participate this study. All participates completed the Science learning motivational scale and self-regulated learning strategies scale. Data obtained in this study was analyzed by descriptive statistics, independent sample t-test, one sample t-test, one-way ANOVA and correlation analysis. The results of this study were as follow: 1. Most of junior high school students have intrinsically motivated to learn science. 2. Junior high school students prefer to use metacognitive strategies and resource management strategies. 3. There were significant correlations among different science motivation patterns, self-regulate learning ability and science achievement. 4. In self-regulate learning ability and science achievement, junior high school students with different science motivational patterns have different performance. In general, intrinsically motivated to learn science > extrinsically motivated to learn science > intrinsically motivated, but inconsistent > no motivated to learn science. 5. The self-regulate learning ability of the female was better than that of the male. But there was no difference in science motivation and science achievement. According to the results, suggestions are made to serve as a reference for follow- up researchers.
8
Huang, Yu-Hhsueh, and 黃玉雪. "Exploring the Effects of Primary Students’ Learning Styles and Self-Regulated Learning Strategies on English Learning Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66294084107195647390.
Full textAbstract:
碩士大葉大學
管理學院碩士在職專班
99
Exploring the Effects of Primary Students’ Learning Styles and Self-Regulated Learning Strategies on English Learning Achievement Previous researches revealed that learners’ learning results is related to their learn-ing styles and students’ self-regulated English learning strategies could influence their learning achievements. However, rare empirical evidences had on enlightenment of for-eign language learning. Therefore, the purposes of this study were to explore the rela-tionships and differences of elementary school students’ learning styles and self-regulated English learning strategies on English learning achievements. A survey was administrated to 330 students from third to sixth grade in a public elementary school. Students’ English vocabulary test scores and examination scores were collected. Descriptive statistics, Pearson product-moment correlation, one-way ANOVA, and two-way ANOVA were employed to analyze the effective data. The find-ings are as follows: (1)Majority of the subjects were ‘Divergent’ style, followed by ‘As-similator’, ‘Accommodator’, and ‘Converger’ styles.(2)The subjects frequently utilized regulative orientation of cognition, followed by management orientation of resource and regulative orientation of motivation, to learning English.(3)The subjects with different learning styles had significant differences on their English learning achievements. (4)Self regulative learning strategies had positive influences on English learning achievements and on-line vocabulary test scores respectively. (5)The learning styles and self-regulated learning strategies had an interactive effect on English learning achieve-ments. Based on the findings, implications on English teaching and school administrations are discussed. Suggestions for improving English teaching are also provided .
9
Tsai, Jen-Chung, and 蔡政忠. "A Study of the Relationship among Parenting Styles,Self-regulated Learning, and Academic Achievementof Junior High School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/95685948134619895223.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
93
The main purpose of this study was to examine the relationship among parenting styles, self-regulated learning, and academic achievement of junior high school students. Questionnaires were administered to a sample of 775 from Taichung City, Taichung County, Chang Hwa County, and Nam Tou County. Descriptive statistics, t-test, Pearson's product-moment correlation, and Multiple regression analysis were utilized. The major findings were as follows: Junior high school students perceived their parenting styles and self regulated learning as over middle degree. The effect of background variables on junior high school students' parenting styles, self regulated learning, and school achievement were mostly significant. The correlations among the parenting styles and academic achievement of junior high school students were psitively significant. All of the correlations between junior high school students' self-regulated learning and academic achievement were positive. The junior high school students' parenting styles and self- regulated learning could significantly pridict their academic achievement. Based on the results of this study, some suggestions are offered.
10
Briody, Alyse Colleen. "Flow, nutrient, and stable isotope dynamics of groundwater in the parafluvial/hyporheic zone of a regulated river during a small pulse." Thesis, 2014. http://hdl.handle.net/2152/26921.
Full textAbstract:
Periodic releases from an upstream dam cause rapid stage fluctuations in the Colorado River near Austin, Texas. These daily pulses modulate fluid exchange and residence times in the hyporheic region, where biogeochemical reactions are pronounced. We installed two transects of wells perpendicular to the river to examine in detail the reactions occurring in this zone of surface-water and groundwater exchange. One well transect recorded physical water level fluctuations and allowed us to map hydraulic head gradients and fluid movement. The second transect allowed for water sample collection at three discrete depths. Samples were collected from 12 wells every 2 hours for a 24-hour period and were analyzed for nutrients, carbon, major ions, and stable isotopes. The results provide a detailed picture of biogeochemical processes in the bank environment during low flow/drought conditions in a regulated river. Findings indicate that a pulse that causes a change in river stage of approximately 16-centimeters does not cause significant mixing in the bank. Under these conditions, the two systems act independently and exhibit only slight mixing at the interface.text
11
Yang, Hsiao-yun, and 楊筱筠. "A Study of the Relationship among Perceptions of Parenting Styles,Parents’ Expectations, and Self-regulated Learning of Senior Elementary School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/50668372601219928314.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
95
The main purpose of this research was to explore the relationship among perceptions of parenting styles, parents’ expectations, and self-regulated learning of senior elementary school students. The goal of research is : (1) Finding out the perceptions of parenting styles, parents’ expectations, and self-regulated learning of senior elementary school students. (2) Comparing the difference of the self-regulated learning of different parenting styles. (3) Comparing the difference of the self-regulated learning of different parents’ expectations. (4) Exploring the relationship among perceptions of parenting styles, parents’ expectations, and self-regulated learning of senior elementary school students. This study was based on a survey using questionnaire method. A total of 510 fifth grade students, randomly selected from public elementary schools in Tainan. The instruments included “ Parenting Style Scale,” “The Elementary School Students’ Perceptions of Parents’ Expectations Scale,” and “Self-regulated Learning Scale.” Data obtained in this study were analyzed by descriptive statistics, one—way ANOVA, Pearson product-moment correlation, Chi-square test. The main findings of this study were summarized as follows: 1. The senior elementary school students perceived their parenting styles, parents’ expectations, and self-regulated learning as over middle degree 2. There were significant differences in the parenting styles which the senior elementary school students perceived. 3. There were significant differences in the parents’ expectations which the senior elementary school students perceived. 4. There were significant correlations between the parenting styles, parents’ expectations which the senior elementary school students perceived and self-regulated learning. 5. The parenting styles which the senior elementary school students perceived were significant predicators for student’s self-regulated learning. 6. The parents’ expectations which the senior elementary school students perceived were significant predicators for student’s self-regulated learning. Finally, according to the findings, this study provides several suggestions for education and future studies.
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Tzeng, Chia-Hung, and 曾家鴻. "The Effects of Integrating Self-Regulated Learning Strategies and Two-Tier Diagnostic Test into Science Teaching on Student Learning with Different Learning Styles." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/83009016301200543726.
Full textAbstract:
碩士國立彰化師範大學
科學教育研究所
94
The aim of this study was to investigate effects of integrating self-regulated learning strategies and the two-tier diagnostic test on 7th grade students’ science learning with different learning styles. A quasi-experimental method was adopted in this study, the experiment group (N=29) was treated with integrating self-regulated learning (SRL) strategy with two-tier diagnostic test and the control group (N=29) was used traditional teaching strategy. One case teacher taught the two groups at the same time. The learning units include “cell and microscope” and “photosynthesis.” The tools of study involved: the Kolb's Learning Style Inventory, the Self-Regulated Learning Inventory, the two-tier diagnostic test on web, summative assessment and interviews. The major findings are (a) a significant difference exists on post-achievement test score between the experimental group and the control group in the unit of “cell and microscope”, but no similar result in the unit of “photosynthesis.” (b) no significant difference exists on the post-achievement test score among different learning styles.(c) the students show positive attitude toward integrating self-regulated learning (SRL) strategy with two-tier diagnostic test. (d)there is a significant positive correlation between growth of four factors of SRL and growth of academic achievement.(e)there is significant difference exists between pre-test and post-test on two-tier diagnostic test in the unit of “cell and microscope”, but no similar result in the unit of “photosynthesis.” According the above results, we give some suggestions for science teaching and future study for anyone who interests in model of integrating SRL strategy with two-tier diagnostic test.
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Chen, Cheng Yi, and 陳政義. "Stable Isotope Labeling with Amino Acids in Cell Culture (SILAC)-based quantitative proteomics study of a thyroid hormone-regulated secretome in human hepatoma cells." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49152447911381427985.
Full textAbstract:
博士長庚大學
生物醫學研究所
100
The thyroid hormone, 3, 3,5-triiodo-L-thyronine (T3), regulates cell growth, development, differentiation, and metabolism via interactions with thyroid hormone receptors (TRs). However, the secreted proteins that are regulated by T3 are yet to be characterized. In this study, we used the quantitative proteomic approach of stable isotope labeling with amino acids in cell culture (SILAC) coupled with nano-LC-MS/MS performed on a LTQ-Orbitrap instrument to identify and characterize the T3-regulated proteins secreted in human hepatocellular carcinoma cell lines overexpressing TRα1 (HepG2-TRα1). In total, 1742 and 1714 proteins were identified and quantified, respectively, in three independent experiments. Among these, 61 upregulated two-fold and 11 downregulated two-fold proteins were identified. Eight proteins displaying increased expression and one with decreased expression in conditioned media were validated using Western blotting. Real-time quantitative RT-PCR further disclosed induction of plasminogen activator inhibitor-1 (PAI-1), a T3 target, in a time-course and dose-dependent manner. Serial deletions of the PAI-1 promoter region and subsequent chromatin immunoprecipitation assays revealed that the thyroid hormone response element on the promoter is localized at positions -327/-312. PAI-1 overexpression enhanced tumor growth and migration in a manner similar to what was seen when T3 induced PAI-1 expression in J7-TRα1 cells, both in vitro and in vivo. An in vitro neutralizing assay further supported a crucial role of secreted PAI-1 in T3/TR-regulated cell migration. To our knowledge, these results demonstrate for the first time that proteins involved in the urokinase plasminogen activator system, including PAI-1, uPAR and BSSP4, are augmented in the extra- and intracellular space of T3-treated HepG2-TRα1 cells. The T3-regulated secretome generated in the current study may provide an opportunity to establish the mechanisms underlying T3-associated tumor progression and prognosis.
14
Shih, Pei-Hsuan, and 石佩璇. "The Effects of Project-based Digital Camp on Different Learning Styles and Learning Stages Student’s Self- Regulated Learning -The Case of Remote Rural School’s Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5f2cp5.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
107
The purpose of this study is to understand the effects of project-based digital camp on different learning styles and learning stages students’ self- regulated learning and taking students from remote rural schools of Taiwan as examples. The study was conducted with one group pretest and posttest research design that includes 33 participants from a junior high school and an elementary school in Taitung county joined a project-based digital camp. The experiment was divided into junior high school and elementary school groups. The course was six days with 6 lessons per day, and each lesson was 40 minutes. The program included project-based learning activities, hands-on activities, group discussions, and daily reflections. Students needed to collaborate in order to complete the maze map for the robot and a digital storytelling project recording the learning process of the camp. A total of 33 valid questionnaires were collected, while qualitative data from open-ended questions, interviews, and teaching observations were also gathered and analyzed to enrich the information. The results of the study are as the following: 1.The project-based digital camp has a significant impact on the sub-construct, continuous learning orientation, of self-regulated learning. Students believe that this learning mode can increase the depth of learning, the sense of accomplishment, and promoting the collaborative learning. 2.Students with different learning styles have significant differences in their learning motivations. Also, Assimilators and Accommodators have significantly higher learning motivations than Divergers. 3.Different learning style students have significant differences in their learning motivation progress scores, while Assimilators have significantly higher learning motivation progress scores than Divergers. 4.Students in the junior high school have significantly higher scores for self-regulated learning, learning motivation, and willing to learn than those for elementary school students. 5. Students in the junior high school have significantly higher self-regulated learning progress scores, learning motivation progress scores, and willing to learn progress scores than those for elementary school students. 6. Most students hope that the project-based digital learning they experienced can be integrated into their regular school curriculums, and it is especially suitable for integrating into subjects of Science and Technology.
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Lin, Pei-Wei, and 林佩瑋. "A Study of the Relationships among Skill Learning Styles, Self-regulated Learning Strategies and Learning Effectiveness of Students - A Case of Vocational High School Food and Beverage Management Department in Kaohsiung." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/02006313568696487818.
Full textAbstract:
碩士國立高雄應用科技大學
觀光與餐旅管理系
100
The purpose of this study is to invstigate the relationships among skills learning styles, self-regulated learning strategy and learning effectiveness of students. 373 vocaitonal high school students in Kaohsiung were selected by convenience sampling. According to the research purposes and the hypothesis test, the descriptive statistic, reliability analysis, item analysis, independent-samples t-test, exploratory factor analysis, One-Way ANOVA, Pearson’s Correlation, and multiple regression analysis will be used to analyze the diversity of the data collected. According to Kolb (1984) learning style dimensions is divided into “Diverger”、“Assimilator”、“Converger” and “Accommodator”. "Converger" explained the highest variance in skill learning style scale is the most important and most representative of the dimensions. There are significant differences among the skills learning styles, self-regulated learning strategy and learning effectivenes. Some of different skills learning styles had significant different perception on self-regulated learning strategy and learning effectivenes. Self-regulated learning strategy has been verified with intermedia effects between self-regulated learning strategy and learning effectivenes.