本研究結果如下：
一、 運用自我調整學習策略，學習者在課堂中提高學習成效以及自我練習的效率。
二、 透過自我調整學習循環模式，學習者設定自我目標並且實踐，在歷程中修正與監控自己的學習歷程，以達到學習成效。
三、 透過自我調整學習策略中的同儕競爭，使學習者增加企圖心，要求自我有更好的表現，於課堂中積極的改進。
四、 運用自我調整學習策略，學習者在課堂中有目的去修正自我不足的部分，並且更專注於課程的學習。
五、 在課後練習時，運用自我調整學習策略，使學習者對於自我訂定的目標能夠具有更高的自我約束力，比較不受他人影響。
六、 藉由自我調整學習，使學習者之學習心態積極正面，提升學習芭蕾的興趣及意願。
The purposes of this study are explore the self-regulated learning of an senior high school student learning ballet effect, this study adopted qualitative research method to collect and analyze data . The data were collected from classroom observation, interviews, and related documents.
The results of this study are as follows：
1. Self-regulated learning was helpful for the students to gain learning efficiency and self-efficiency.
2. Students desired for active participation, real reflecting, setting useful learning goals and strategies, and monitoring themselves to perform would affect the effects of self-regulated learning.
3. Self-regulated learning increased students ambition, improved self requirements.
4. Self-regulated learning assisted students to concentrate on study, and to help students understand their learning, gained their learning ability.
5. After-school self-practice, self-regulated learning assisted students self-discipline, to focus on study.
6. Self-regulated learning bring students a positive attitude , made them show interest and willingness to enhance learning ballet.
