本研究主要探討在概念圖學習中，全面/序列認知風格與自我效能對自我調制學習、 認知負荷、認知處理策略使用與表現之相關研究。研究對象為 105 位國中生。本研究使用 量表暸解受試者之認知風格、自我效能、自我調制學習、認知負荷及認知處理策略。此 外，本研究給予受試者概念圖建構的教學後，請他們建構理化概念圖。學習表現則是根據 受試者理化概念圖與學習單分數為其學習表現。
本研究結果顯示，在數位概念圖任務中:(1)全面型及序列型認知風格對自我調制學 習、深層及淺層認知處理皆具顯著預測力，全面型認知風格對自我效能、數位概念圖表 現、理化科學習表現具顯著預測力，但序列型認知風格則對我效能、數位概念圖表現、理 化科學習表現不具顯著預測力，此外，全面型及序列型認知風格皆對認知負荷無顯著預測 力。 (2)自我效能對自我調制學習、深層及淺層認知處理具顯著預測力。(3)自我調制對深 層及淺層認知處理具顯著的預測力。(4)認知負荷對深層及淺層認知處理具顯著預測力。 (5)深層認知處理對數位概念圖表現及理化科學習成效具顯著預測力，而淺層認知處理則 對數位概念圖表現及理化科學習成效不具顯著預測力。即使在排除先備知識的影響後，大 部分的結果都是一樣，唯一不同的只有深層認知處理對數位概念圖之自行建構組織不具顯 著預測力。本研究結果將針對教師教學以及後續研究提出相關建議。

This study aimed to investigate the relationships among global/ sequential cognitive styles, self-efficacy, self-regulated learning, cognitive load, information processing strategies and performance in the online concept mapping learning. There were 105 junior high school students participated in this study. Questionnaires were used to investigate participants' global/ sequential cognitive styles, self-efficacy, self-regulated learning, cognitive load, and information processing strategies. In addition, participants were instructed on the use of online concept mapping and later created their own concept maps in Science learning. Students' performance were evaluated based on their concept mapping performance and their scores of Science worksheets.
The results indicated that (1)Both students global/sequential cognitive style significantly predicted self-regulated learning, deep and surface learning strategies. In addition, students’ global cognitive style significantly predicted self-efficacy, concept mapping performance and Science achievement, but sequential cognitive styles did not. Moreover, both global/sequential cognitive style did not predict cognitive load. (2)Self-efficacy significantly predicted self- regulated learning, deep and surface learning strategies. (3)Self-regulated learning significantly predicted both deep and surface learning strategies. (4)Cognitive load significantly predicted deep and surface learning strategies. (5)Deep learning strategies significantly predicted concept mapping performance and Science achievement, while surface learning strategies did not predict concept mapping performance and Science achievement.Finally, the implications and suggestions for teaching and future research were provided.

中文部分
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