本研究旨在探究電子書之自我調控學習功能在數學學習所扮演的角色：以國中生為例，並探討具自我調控學習功能之電子書對學生自我調控學習、數學自我效能、數學學習方法的感知和數學學習成就之影響。課程主題為國中數列與級數單元，運用電子書製作軟體，產出兩種不同組合的教材，皆經由專家、學生預先使用，並進行修正。研究對象為臺北市某國民中學八年級共58名，採用準實驗研究設計，分兩組，對照組：使用一般互動式電子書進行教學；實驗組：使用具自我調控學習功能之電子書教學，實驗為期三週。研究工具包含「數學自我調控學習量表」、「數學自我效能量表」、「數學學習方法量表」。課程結束後，並選取部分學生進行半結構式訪談。研究結果發現實驗組學生在目標設定與環境建構的分數顯著高於對照組，同時在概念理解與深層策略的感知分數亦顯著高於對照組。本研究為自我調控學習教育之初探研究，研究結果能為未來電子書之自我調控學習功能在教育課程研究和教學課程實務上的發展提供具體建議。

The research aimed to explore the role of self-regulated learning in e-books for junior high school students’ mathematics learning. This study aimed to evaluate the effects of the perceptions to self-regulated learning, self-efficacy, self-evaluate while using e-books with self-regulating features. Lesson materials were produced by e-book-making software tested and revised by professionals and students on the topic of Sequences and Series. Research participants were fifty-eight students who went under three weeks of quasi-experiment. Participants were distributed into two groups, control group and experimental group. The control group was taught with regular interactive e-books; while the experimental group was taught with self-regulating e-books. Research instrument includes “Self-Regulating Mathematical Learning Scale, SRMLS”, “Self-efficacy in Mathematical Learning Scale, SMLS”, and “Mathematical Learning Approach Scale, MLAS.” After completing the courses, the students received semi-structured interviews. Research methods include descriptive statistics and covariation analysis. In conclusion, in experimental group, the self-reported scores of “goal-setting” and “environmental-construction” in SRMLS, “conception understanding” in SMLS and “deep strategy” in MLAS, were higher than control group. The purpose of this research was the pilot study to explore the self-regulating features implemented in e-books and to contribute to future educational research and course design in Mathematics.

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