Prediction of Self-Regulated Learning in Instruction Strategy to Teaching Satisfaction for College Students

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The purpose of this study was to explore the prediction of self-regulated learning in instruction strategy to teaching satisfaction for college students. There were 207 students (male 45; female 162) drawn from Takming University of Science and Technology as the subjects. All the subjects were administered motivational belief inventory, learning strategy inventory, and teaching satisfaction inventory. The collected data were analyzed by Pearson product-moment correlation, canonical correlation analysis and multiple stepwise regression analysis. The findings were as follows: 1. The students’ self-regulated learning ability had higher correlation with ”teaching effect” among teaching satisfaction. 2. The students' self-regulated learning ability could affect teaching satisfaction by way of the canonical factor χ1, and the explained variance was 17.30%. 3. Among the self-regulated learning ability, ”intrinsic value” was the most valid factor that could predict teaching satisfaction. Based on the results and findings of this study, some applications and further research suggestions were offered.