Self-Regulation Learning among Taiwanese Students: A Longitudinal Analysis of the TEPS Database Author: Pei-Ching Chao(Department of Education, National Chengchi University),Min-Ning Yu(Department of Education, National Chengchi University),Fang-Chung Chang(Department of Educational Management, National Taipei University of Education)

Vol.&No.：Vol. 56, No. 3
Date：September 2011
Pages：151-179
DOI：10.3966/2073753X2011095603006

Abstract：

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.

Keywords：analytical ability, Taiwan Education Panel Survey (TEPS), self-regulation learning, latent growth curve model

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