本研究主要目的在於探討成人學生的後設記憶知識、記憶自我效能、作業難度及學習時間對其監測判斷及記憶表現的影響。由於成人學生加入技職校院在職進修的比例愈來愈高，但過去的相關研究大多以學齡期的學生為主，很難將其結論推論至成年期的在學者，加上國內的成人教育領域中未曾有研究針對後設記憶的現象進行探討，故本研究以成人學生為研究對象，希望藉由對於成人後設記憶的現象的瞭解，能有助於進一步探究增進成人學習成果的有效方式。
　　本研究以北區某一所技術學院進修部三、四年級且年齡介於22至35歲之間的成人學生研究對象。研究一主要探討在自速學習的情況下，成人學習者的後設記憶知識是否會影響到監測判斷、自速學習時間以及記憶表現，以及作業難度在此過程中的影響性。研究二擴展了「學習時間型態」，除了「自速」學習之外，再加上「慢速」與「快速」學習兩種型態，以分析在三種學習時間型態下監測判斷和記憶表現是否有所不同。研究三主要在於探討「記憶自我效能」的角色，以及學習時間型態和作業難度對於監測判斷和記憶表現的影響。
　　本研究的重要發現如下：
　　一、後設記憶知識、記憶自我效能、皆會對監測判斷及記憶表現產生影響，因此，對於提升學習者後設記憶能力的首要目標應先從加強學習者關於後設記憶方面的知識，及增強其記憶的自我效能感為基礎。
　　二、後設記憶知識和記憶自我效能對成人學生的自速學習時間有不同的影響，後設記憶知識愈高的成人學生，並未使用愈多的學習時間，顯示這些學生並未利用時間來增強自己的記憶表現；但記憶自我效能愈高的學生，其學習時間反而愈少，顯示他們對自己學習的精熟程度較有信心，因此評估自己所需的學習時間較短。
　　三、後設記憶知識高、低分組的成人學生所使用的自速學習時間和監測判斷皆無顯著相關，顯示他們在進行監測判斷時，並未利用學習時間的調節功能，以致於監測判斷和自速學習時間之間未能呈現出「監測影響控制假設」及「差異減少模式」的現象。但在記憶表現方面，兩組學生的自速學習時間和記憶表現之間皆呈現正相關，顯示學習時間愈多，記憶表現愈好。
　　四、成人學生的後設記憶知識可減緩作業難度對監測判斷的影響，但學習時間型態並不會對監測判斷產生影響，顯示成人學生無論其後設記憶知識的高低，在進行監測判斷時皆未能反應出對時間的差異。另一方面，記憶自我效能較高的成人學生對學習時間的差異有較高的敏感度，在自主決定學習時間的情況下，其「難易度判斷」及學習時間的配合上呈現出最精準的掌握。
　　五、後設記憶知識和作業難度皆會對監測判斷及記憶表現產生影響，但在研究一及研究二中受到影響的監測判斷及記憶表現類型並不完全相同，這差異可能和兩個研究所使用的記憶作業型態不同有關，顯示記憶作業不僅在難度上有影響力，其型態的不同亦可能對監測判斷及記憶表現產生影響。
　　六、後設記憶知識愈高的成人學生，其記憶表現上呈現的作業難度愈小，顯示成人學生的後設記憶知識可減緩作業難度的影響而提升其記憶表現。在學習時間方面，根據研究三顯示，成人學生並非皆能完全掌握自己的學習狀況，在自主決定學習時間的情況下，其記憶表現尚不如在研究者所設定更長學習時間情況下的表現，這結果顯示成人學生有低估了自己所需學習時間的傾向。
　　七、根據上述的研究結果，對Nelson及Leonesio(1988)的自速學習時間分配模式提出了一些重要的擴充及修正。
　　基於上述的研究結果，提出了對於幾點成人教育實務工作的建議：一、提供後設記憶知識的教育和訓練；二、提升成人學生的記憶自我效能；三、訓練成人學生對於學習時間的監控。對於未來後設記憶相關研究的建議：一、編製適用國內文化及現代社會的成人後設記憶量表；二、對本研究之結果作進一步的探究；三、以結構方程式對本研究之結果進行驗證。

The purpose of this study is to examine effects of adult students’ metamemory knowledge, memory self-efficacy, task difficulty and the effect of study time on monitoring judgment and memory performance. As proportion of adult students in in-service training is becoming higher and higher, and in adult education field, no one has ever studied on metamemory in Taiwan, therefore this study, taking adult students as researching subject, is in a hope of improving adult study efficiency based on the knowledge of adult metamemory.
Subject of this study is junior and senior adult students from an Institute of Technology in evening department, aged between 22 and 35. Important results of this study are as follows:
1. Both metamemory knowledge and memory self-efficacy have effects on monitoring judgment and memory performance, therefore, primary objective of improving learners’ metamemory ability should be firstly based on strengthening learners’ knowledge of metmemory and self-efficacy sense of memory.
2. Metamemory knowledge and memory self-efficacy have different effects on adult students’ self-paced time, adult students with more metamemory knowledge don’t use more study time; but students with higher memory self-efficacy have less study time, this shows that they have more confidence of their study, so it takes them less study time to evaluate themselves.
3. When adult students of metamemory knowledge high-score group and low-score group take monitoring judgments, they don’t use function of regulation of study time. But on memory performance, two groups both show that the more time spent on study, the better performance on memory.
4. Metamemory knowledge of adult students can mitigate effects of task difficulty on monitoring judgment, but in research one and two, the type of affected monitoring judgments are not completely the same, this may be concerned with different memory tasks that the two researches are using. Study time doesn’t have effect on monitoring judgment. On the other hand, adult students with higher memory self-efficacy have higher sensitivity to different study time, and their ease-of-learning judgment is the best under self-paced study condition.
5. Metamemory knowledge of adult students can mitigate the effect of task difficulty and improve their memory performances. About study time, according to research three, adult students can completely master their own study condition, under the condition of self-paced study, their memory performances is not better than their performances under experimenter-paced study condition, this result shows that adult students have a tendency to underestimate their own needed study time.
Based on above study results, there are some suggestions about adult education practical work: 1. provide education and training of metamemory knowledge; 2. improve memory self-efficacy of adult students; 3. train adult students about monitoring and control of study time. Suggestions about metamemory related research: 1.develop metamemory in adulthood questionnaire suited for domestic culture and modern society; 2. do further research on results of this research; 3. verify the research results by SEM.

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