國民中學學生英語學習動機與滿意度關係之研究-以桃園縣為例

A Study of Relationship between Junior High School Students’ English Learning Motivation and Satisfaction: Taoyuan County as an Example

卓姿誼(Tzu-Yi Cho)

指導教授 ： 黃坤錦

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100294

摘要

國民中學學生英語學習動機與滿意度關係之研究
—以桃園縣為例—
摘要
本研究旨在探討桃園縣國中學生英語學習動機與英語學習滿意度的現況，並分析不同背景變項之差異、相關及預測情形。本研究以桃園縣公立國中學生為研究母群，分層抽取15所學校，1537位學生為研究樣本，以「國民中學學生英語學習動機與學習滿意度之調查問卷」為研究工具實施調查研究。問卷共回收1384份，有效問卷為1330份，有效率為96％。問卷回收後分別以描述統計、單因子變異數分析、皮爾森積差相關以及多元回歸進行資料分析，歸納本研究結果如下：
一、 桃園縣國民中學學生英語學習動機與英語學習滿意度之現況屬中上程度。
二、 不同階段開始學習英語、課後學習型態、家長社經地位、學校區位之桃園縣國中學生其英語學習動機有顯著差異。
三、 不同年級、課後學習型態、家長社經地位、學校規模及學校區位之桃園縣國中學生其英語學習滿意度有顯著差異。
四、 桃園縣國中學生英語學習動機與英語學習滿意度間有顯著正相關。
五、 學生英語學習動機各層面中以「內在目標導向」對於整體英語學習滿意度最具預測效果，其次為「外在目標導向」、「自我效能」與「工具價值」。
根據上述所得之結果，本研究提出對教育行政機關、學校、老師及未來研究之建議。
關鍵字：英語、學習動機、學習滿意度

關鍵字

學習動機 ； 學習滿意度 ； 英語

並列摘要

A Study of Relationship between Junior High School
Students’ English Learning Motivation and Satisfaction: Taoyuan County as an Example
Abstract
The purpose of this study is to explore the current situation of junior high school students’ English learning motivation and satisfaction and most importantly, the relation between them. The methodology of this study is mainly a questionnaire survey. The questionnaire was constructed by the subscale: The Survey of Junior High School Students’ English Learning Motivation and Satisfaction. The questionnaires were sent to 1537 students and there were totally 1384 questionnaires collected. The valid respondent rate was 96%.
The major findings are as the following:
1. The junior high school students scored over average on English learning motivation. The highest scores fell in “instrument value” and the lowest scores were in “internal goal.”
2. The junior high school students scored over average on English learning satisfaction. The highest scores fell in “teachers’ instruction” and the lowest scores were in “learning environment.”
3. There were significant differences in students’ English learning motivation in terms of different stages to start learning English, after-school learning ways, parents’ social economic status and school position.
4. There were significant differences in students’ English learning satisfaction in terms of grade, after-school learning ways, parents’ social economic status, scale of the school and school position.
5. There were positive correlations between students’ English learning motivation and satisfaction.
6. Among all the aspects of English learning motivation, “internal goal” effected students’ attitude toward English learning satisfaction the most.
Finally, according the findings above, suggestions were given to the educational administrations, schools, teachers and future research.

Key words: English, learning motivation, learning satisfaction

並列關鍵字

learning motivation ； learning satisfaction ； English

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