自我監控是自我調整的核心程序，也是影響學習成效的關鍵因素。但文獻探討發現國小學童由於缺乏自我監控的能力，以致在學習時並沒有展開自我調整與自我監控機制，因而需要透過自我監控的輔助機制幫助學習者進行自我調整學習。本研究主要目的在探討國小學童在超媒體環境中進行網路閱讀學習時，透過不同的自我監控機制，如測驗回饋、自我評估等，對於其自我調整行為包括學習次數、學習時間、用心程度、複習次數、以及複習時間等是否產生改變，及對於學習成效的影響，做為將來探討國小學童網路閱讀行為及超媒體學習環境設計的參考。本研究採用等組後測實驗設計，以台北縣某國小五年級四個班級學生129人為對象進行實證研究。實驗後，採用單因子變異數分析進行資料分析與探討。研究結果有以下發現：(1) 測驗回饋的自我監控輔助機制對國小學童在網路閱讀時的學習次數與複習次數具有顯著影響；(2) 超媒體學習中測驗回饋與自我評估的自我監控機制對國小學童的學習時間、複習時間與學習成效無顯著差異；(3) 國小學童在超媒體學習中的自我監控輔助效果值得繼續探討。

Self-monitoring is the key procedure of self-regulation, and also the key factor of influence on learning effects. But literature discovers that because elementary school students lack the ability of self-monitoring, they do not follow self-regulation and self-monitoring system in study. Therefore it is necessary to help learners to do self-regulation through self-monitoring systems. The main purpose of this research is to discuss any changes happened and influence on learning effects of self-regulation behaviors including learning times, learning time, devoting degree, repeating times and time, when elementary school students study online reading in the hypermedia environments through different self-monitoring systems such as testing feedback, self- assessment etc. This research can be the reference for discussing online reading behavior and hypermedia learning environment of elementary school students in the future. This research adopts Posttest-Only Control Group Design by study 129 students of 4 classes of grade 5 of one of elementary schools in Taipei County. After experiment, data analysis and discussion adopt one-way ANOVA. There are three conclusions follows:
1.The testing feedback of self-monitoring systems has much influence on the learning times and repeating times of online reading for elementary school students.
2.The testing feedback in hypermedia learning and self-assessment of self-monitoring systems have no apparent differences on the learning time and repeating time for elementary school students.
3.The effects of self-monitoring for elementary school students in hypermedia learning are worthy to be researched continually.

Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4, 167–207.
Azevedo, R.(2005). Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning. EDUCATIONAL PSYCHOLOGIST, 40(4), 199–209.
Azevedo, R., & Cromley, J. G. (2004). Does Training on Self-Regulated Learning Facilitate Students’ Learning With Hypermedia?.Journal of Educational Psychology, 96(3) ,523–535.
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?Contemporary Educational Psychology, 29, 344–370.
Bandura, A. (1986). Social Foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Boom, G., Paas, F., Jeroen J.G., & Gog, T.(2004). Computers in Human Behavior ,20 (2004), 551–567.
Corno. L., & Mandinach. E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
Derry, S. J., & Lajoie, S. P. (1993). Computers as cognitive tools. Hillsdale,NJ: Lawrence Erlbaum Associates, Inc.
Ghatala, E. S., Levin, J. R., Foorman, B. R., & Pressley, M.(1989).Improving children’s regulation of there reading PREP time.Contemporary Educational Psychology,14,49-66.
Greene, B., & Land, S. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web.Journal of Educational Computing Research, 23, 151–179.
Hannafin, M. J.,& Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25, 167–202.
Hunter-Blanks, P., Ghatala, E. S., Pressley, M., Levin, J. R.(1988). Comparison of Monitoring During Study and During Testing on a Sentence-Learning Task. Journal Educational Psychologist, 80(3)，279-283.
Kanfer, F. H., & Gaelick, L.(1986). Self-management methods. In F. H. Kanfer & A. P.Goldstein (Eds.), Helping people change: A textbook of methods (3rd ed., pp.283-345). New York: Pergamon.
Jacobson, M., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Sciences, 9, 149–199.
Lajoie, S. P. (Ed.). (2000). Computers as cognitive tools II: No more walls: Theory change, paradigm shifts and their influence on the use of computers for instructional purposes. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Markman, E. M.(1977). Realizing that you don’t understand: A preliminary investigation.Child Development, 48,986-992.
Markman, E. M.(1979). Realizing that you don’t understand: Elementary school children’s awareness of inconsistencies.Child Development,50,643-655.
Pressley, M., Borkowski, J. G., & Schneider, W. (1989). Good information processing:What it is and how education can promote it. International Journal of Educational Research, 13,857-867.
Pressley, M., & Ghatala, E. S.(1988). Delusion about performance on nultiple-choice comprehension test item. Reading Research Quarterly, 23，454-464.
Pressley, M.,& Ghatala, E. S.(1990). Self-Regulated Learning: Monitoring Learning From Text. Journal Educational Psychologist, 25(1)，19-33.
Pressley, M., Snyder, B. L., Levin, J. R., Murray, H.,& Ghatala, E.S.(1987).Perceived readiness for examination performance(PREP) produced by initial reading of text and text containing adjunct questions. Reading Research Quarterly,22,219-236.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning.In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic.
Shapiro, E. S. (1984). Self-monitoring procedure. In T. H. Ollendick, & M. Hersen (Eds.), Child behavioral assessment: Principles and procedures (pp. 148-165),New York: Pergamon Press.
Schunk, D. H. & Zimmerman, B. J .(Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale,NJ:Erlbaum.
Shute, V., & Psotka, J. (1996). Intelligent tutoring system: Past, present, and future. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 570–600). New York: Macmillan.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153–189). Mawah, NJ: Erlbaum.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Erlbaum.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. 0Boekaerts, P. Pintrich, &M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego, CA: Academic Press.
Winogard, P., & Johnson, P. (1982). Comprehension monitoring and the error detection paradigm. Journal of Reading Behavior,14,61-76.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Dds.),Self-regulation of learning and performance: Issues and educational applications( pp. 3-21). Hillsdale, NJ: Erlbaum.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement:An overviewand analysis. In&B. Zimmerman&D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37).Mahwah,NJ:LawrenceErlbaum Associates, Inc.