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國小學生學習動機成分之分析及其對學習行為之影響

Analysis of the Components of Primary School Students' Learning Motivation and the Effects on Learning Behavior

Abstracts


本研究目的有三:(一)編製「國小學習動機量表」,並將學習動機區分為價值、預期、情感三個成分。(二)探討國小學生之價值、預期、情感學習動機成分對其學習行為之影響。(三)了解本研究中國小學生價值、預期、情感學習動機之高低分配情形。本研究研究對象為576位國小六年級學生,使用的測量工具為研究者自編的「國小學習動機量表」與「國小學習行為量表」。資料分析採用試探性與驗證性因素分析、多元迴歸分析、描述統計等方法。初步分析結果顯示:(一)理論及實徵證據皆支持國小學生之「學習動機」包含價值、預期與情感三種不同的成分。(二)多元迴歸分析結果顯示價值、預期與情感學習動機成分皆對國小學生「學習行為」有顯著預測力,其中以情感學習動機預測力最高。(三)本研究調查之大多數國小學生價值與預期學習動機皆頗為正向,然而約只有一半國小學生有正向的情感學習動機。本研究根據研究目的及結果進行討論,並提出結果應用及未來研究的建議。

Parallel abstracts


The purposes of this study were: (1) to construct the Primary School Learning Motivation Scale and divided the learning motivation into components of value, expectation, and affect; (2) to explore the effects of value, expectation, and affect components of learning motivation on primary school students' learning behavior; (3) to discover the distribution status of the primary school students' value, expectation, and affect components of learning motivation. Participants of this study were 576 sixth-grade students in Taiwan. The research instruments employed were Primary School Learning Motivation Scale and Primary School Learning Behavior Scale. Data collected were analyzed with exploratory and confirmatory factor analysis, multiple regression analysis, and descriptive statistics. Results of this study were as following: (1) both the theories and theories supported that primary school students' learning motivation consisted of value, expectation, and affect components; (2) all components of learning motivation significantly predicted students' learning behavior, and affect component showed a better predictor; (3) for value and expectation components of learning motivation, most primary school students tended to be positive, but only about a half of the students showed positive tendency for affect component of learning motivation. Finally, based on the research findings, possible implications for educators and suggestions for future research are provided by the researchers.

References


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程炳林(2000)。認知/意動成分與學習表現之相關研究。師大學報:教育類。45(1),43-59。
程炳林、林清山(2001)。中學生自我調整學習量表之建構及其信、效度研究。測驗年刊。48(1),1-41。
程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報。34(1),43-60。
Atkinson, J. W.(1964).An introduction to motivation.rinceton, NJ:Van Nostrand.

Cited by


詹淑媛(2022)。遠距教學對國小學童學習動機與學習滿意度之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2022.00563
徐明芝(2015)。學習回饋形式與品質對學習動機、學習態度、學習調整與自我效能影響之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2015.00881
蕭秀琴(2015)。協同學習對於國中生國語文學習動機及成效影響之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2015.00439
黃海瑛(2013)。臺北市國小學童母親與級任教師管教方式對學習行為影響之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2013.00185
彭康鈞(2010)。影響大學生資訊使用行為之考量因素研究-以淡江大學為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2010.00248

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