本研究旨在探討教育學理論中學前特徵之各個面向，其中包含目標設定、尋求 幫助、環境結構、學習策略、時間管理、自我評估和數學與網路自我成效 效能 等等與學習成果 之間的差異。並運用 Zhiru Suna et al.( 2018 及Lucy Barnard et al. (2009)的研究成果，探討學前特徵與學習成果之間的相互關係。 研究對象為 以中央大學 107 學年度大學部學生共 358 名為研究對象，以該名學 生之前測問卷結果與學業狀況進行統計數據分析。 本研究設計了一份關於學前特徵之問卷於學期初施測並利用了因素分析對學 生進行分析，統整出學前特徵與學習成果之間的相互關係。 結果發現，對於學前特徵與學習成果方面，都是相關顯著的。且本研究結合了 Zhiru Suna et al.( 2018 及Lucy Barnard et al. (2009)的兩個 model ，所得 研究模型，其相關關係皆符合本研究所假設。;This study aims to explore the various aspects of the precollege characteristics of pedagogy theory , i t includes the differences between goal sett ing, help seeking, environment structur ing , task strategies, time management, self evaluation , math self efficacy , online self efficacy, and learning outcomes. And use the research results of Zhiru Suna et al. (2018) and Lucy Barnard et al. (2009) 2009), e xplori ng the relationship between precollege characteristics and learning outcomes The research object is 358 students from the University of Central University in the 107th academic year , s tatistical analysis of the student’s previous questionnaire results and academic status This study designed a questionnaire on precollege characteristics at the beginning of the semester , and u sing factor analysis to analyze .Then i ntegrate the relationship between precollege characteristics and learning outcomes The results found that both precollege characteristics and learning outcomes are relevant. This study combines two models from Zhiru Suna et al. (2018) and Lucy Barnard et al. (2009). The resulting research model and the hypothesis of the study are consistent.
