本研究的主要目的，在於了解二專學生的自我調整學習及自我調整學習教學之效果。研究中除探討二專生自我調整學習所涉及之重要歷程與因素、檢視自我調整學習與學業表現之間的關連外，並驗證融入式自我調整學習策略教學之效果。

本研究採文獻探討與實證研究二部分進行之。首先，就自我調整學習之概念、理論與相關研究進行文獻分析，據以形成二專生自我調整學習之研究架構，而後，進行實證研究考驗之。實證研究方面，分別進行問卷調查及教學實驗二項研究，問卷調查係針對目前二專各類科學生進行抽樣調查，有效樣本1717人，分析並比較其於國文科的自我調整學習情形及學業表現；教學實驗則採準實驗設計，以二專四個班級共222名學生為對象，將自我調整學習策略教學融入實驗組之心理學課程之中進行之，分析並比較實驗組(N=110)與控制組(N=112)之自我調整學習及學業表現。

本研究根據研究發現，獲致結論如下：

一、 二專生的自我調整學習，主要包括學習的動機信念與學習策略的使用二個重要歷程，且此二歷程密切關連。

二、 二專生的自我調整學習策略，主要包括認知策略與意志控制策略二類，且此二類策略密切關連。

三、 二專生的個人變項會影響其自我調整學習。

四、 二專生的自我調整學習會影響其學業表現。

五、 自我調整學習策略教學可融入二專學科課程之中。

六、學習回饋為融入式自我調整學習策略教學之重要關鍵，應同時兼顧學習結果及學習歷程之回饋。

七、融入式自我調整學習策略教學可增進二專生自我調整學習策略的使用，並提昇其學業表現。

最後，本研究依據研究結論，提出對二專教師、學校、教育主管機關及未來研究之建議，以作為二專教學、教育政策實施及相關研究之參考。

The main purpose of this research was to investigate the self-regulated learning of two-year junior college students and the effects of self-regulated learning intervention. In this research, the important processes and factors involved in self-regulated learning of two-year junior college students as well as their relationships with academic performance were examined. Besides, it validated the effects of integrated self-regulated learning strategy instruction.

Employing both literature and empirical researches. It analyzed the concepts, theories, and relevant studies of self-regulated learning on the literature to construct the study framework first, and conducted empirical studies to validate it afterwards. The empirical studies included a survey as well as a teaching experiment. The survey resulted a valid sample totaled 1717, out of a random sample of the current two-year junior college students. The self-regulated learning and academic performance on Chinese learning were analyzed and compared. The teaching experiment was a quasi-experiment. With four classes totaled 222 as subjects; the experiment embedded strategy instruction in the Psychology curriculum of experiment group. The self-regulated learning and academic performance of both experiment group (N=110) and control group (N=112) were analyzed and compared.

According to the findings, the conclusions were rendered as follows:

1. The self-regulated learning of two-year junior college students mainly consisted of two important processes: the motivational belief and the use of learning strategy. The two processes were interrelated.

2. The self-regulated learning strategy of two-year junior college students mainly consisted of two kinds of strategies: the cognitive strategies and the volitional control strategies. The two kinds of strategies were interrelated.

3. The personal variables of two-year junior college students would affect their self-regulated learning.

4. The self-regulated learning of two-year junior college students would affect their academic performance.

5. The self-regulated learning strategy instruction could be integrated in the curriculum of two-year college.

6. Learning feedback was the key factor in the integrated self-regulated learning strategy instruction. It should include learning result feedback and learning process feedback.

7. The integrated self-regulated learning strategy instruction could improve the use of self-regulated learning strategy and academic performance of two-year junior college students.

Finally, based on the conclusions, it provided concrete suggestions for two-year junior college instruction, relevant educational policies, and further studies.