課後學生自主的時間能否自己自律繼續學習，是值得關注的議題。本研究欲瞭解學生從國中到高中自律學習發展情況，以台灣教育長期追蹤資料庫的2939追蹤樣本，進行潛在成長曲線模型分析，結果發現：

（1）兩性學生從國中到高中的自律學習發展並無顯著差異。
（2）台灣學生從國中到高中的自律學習呈現遞增狀況。
（3）國中高自律學習的學生到高中的自律學習成長有限；而國中低自律學習的學生到高中自律學習成長幅度較大。
（4）學生家庭社經地位越高、父母學校參與和接納的程度越高，學生國中時期的自律學習情況會越好；但是學生家庭社經地位越高、父母學校參與程度越高，對於學生國中到高中自律學習成長有限，至於父母接納則無顯著影響關係
（5）國中自律學習良好的學生，有較良好的分析能力；但是高中學生的自律學習無法有效預測其分析能力。

依據上述研究結果將提出相關結論與建議以供參考。

第一章 緒論
第一節 研究動機與價值-------------------------------------01
第二節 研究目的------------------------------------------03
第三節 名詞釋義------------------------------------------03
第四節 研究步驟與方法-------------------------------------04

第二章 文獻探討
第一節 TEPS 資料庫簡介-----------------------------------07
第二節 自律學習的意涵-------------------------------------09
第三節 自律學習的相關理論---------------------------------10
第四節 自律學習的相關研究---------------------------------19

第三章 研究設計與實施
第一節 研究架構------------------------------------------25
第二節 研究變項------------------------------------------26
第三節 研究樣本------------------------------------------28
第四節 資料處理------------------------------------------30
第五節 研究範圍與限制-------------------------------------33

第四章 研究結果與討論
第一節 研究結果------------------------------------------35
第二節 綜合討論------------------------------------------43

第五章 結論與建議
第一節 結論----------------------------------------------45
第二節 建議----------------------------------------------46

參考文獻----------------------------------------------- 49

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