The study aimed to discuss the impact of project-based learning on primary fifth graders with regards to inclination of self-regulation learning readiness and critical thinking disposition. The study adopted the Solomon four-group design with study objects taken from fifth graders from specific primary school in Kaohsiung. A total of 4 classes were randomly sampled with 2 classes being the experimental groups and 2 classes being the control group. The experimental group was applied with the six steps from WebQuest(Dodge & March,1995) as Scaffolding project-based learning in ¡§Taiwanese traditional Arts and Culture,¡¨ where the control group is excluded. After conducting 24 classes of experimental teaching for 6 weeks with 4 classes per week, t-test and two-way ANOVA were applied to understand the enhancement effect of self-regulation learning readiness and critical thinking disposition on fifth graders accepting project-based learning. The study further comprehend the impact of implementation of project-based learning for the self-regulation learning readiness and critical thinking disposition of primary school fifth graders with low, intermediate and high academic achievement. The research results are listed as follow: I. Under ¡§Unprecedented conditions,¡¨ the project-based learning program facilitates self-regulation learning readiness of primary fifth graders. II. The implementation of project-based learning can improve self-regulation learning readiness of primary school fifth graders with intermediate and high academic achievement. Students with high academic achievement show higher statistical significance than students with intermediate and low academic achievement with regards to improvement on self-regulation learning readiness. Students with intermediate achievement with regards to progress in self-regulation learning readiness do not show significance higher than students with low academic achievement. III. Project-based learning facilitates improvement on the critical thinking disposition of primary fifth graders. IV. Project-based learning can improve the critical thinking disposition of primary fifth graders with high academic achievement. The students with high academic achievement show higher significance than students with intermediate and low academic achievement with regards to enhancement of critical thinking disposition. Students with intermediate academic achievement do not show significance higher than students with low academic achievement with regards to progress in critical thinking disposition. The following recommendations are proposed according to the study results for curriculum teaching and future study: I. Implement the advantages of WebQuest to design project-based learning and to increase the number of classes. II. Students with different level of capacity will undergo different layers of project-based learning, which will be implemented to teaching with theory of cooperative learning. III. Researches undergo long-term follow-up or gradual removal of the scaffolding may be used to increase qualitative data collection and analysis.

國內對於自律學習（self-regulation learning）的研究甚多，但尚缺乏一統合性之研究，故本研究以性別為主變項，使用後設分析法，使用臺灣博碩士論文知識加值系統與臺灣期刊論文索引系統內的文獻為樣本，探討影響臺灣學生自律學習表現之因素。 本研究發現臺灣兩性學生自律學習之差異達顯著，女生自律學習表現優於男生。採用固定模式進行調節變項分析時，首先發現，使用不同的發表方式對於兩性間自律學習差異未達顯著影響，代表可以將三者採不同方式發表之論文同時進行分析；再者不同的學習階段、地區、學習科目、自律學習模式、發表時期與樣本大小則對兩性間自律學習差異達顯著影響。本研究則針對以上六個變項再進行事後比較，探討其中之差異。 根據分析結果，本研究結論有以下四點：（一）臺灣女學生自律學習表現顯著優於男生，唯獨高中職階段女生的自律學習優勢削弱；（二）男生自律學習並非絕對弱勢，透過實作經驗的自律學習模式，可以顯著提升男生自律學習表現；（三）在國語文與英語文兩個科目中，兩性間自律學習差異顯著大於社會科與數學科；（四）採取大樣本以及全國抽樣時，可減少抽樣誤差，降低兩性自律學習差異之結果。

abstract: This action research, mixed methods, case study examined middle school student perceptions of the effectiveness of Club Aspire. Club Aspire is an after-school program created to support the lowest achieving seventh and eighth graders in an Arizona K-8 school. The framework of this study comes from the theory of self-regulation, social learning theory and co-regulation. The primary focus of Club Aspire is to teach low achieving middle school students, self-regulation skills and learning strategies through goal setting, self-regulation learning strategy lessons and co-regulation activities. The study took place over 13 weeks and included 11 participants and answered the following research questions. How do middle school Elevate students perceive the impact of Club Aspire on their self-regulation and themselves as a learner? How does Club Aspire affect middle school Elevate students’ academic success? What do middle school Elevate students perceive as the most influential elements of Club Aspire? Data collection tools consisted of interviews, class work, referral data, pre- and post-questionnaire and benchmark assessment data. The study revealed that students made gains in self-regulation learning strategy usage, however, their academic achievement was not influenced. Students identified goal setting, learning self-regulation strategies and co-regulation activities with their peer partner as the most beneficial elements of Club Aspire. The study also revealed that student self-efficacy was increased throughout the semester. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017