- 期刊
- OpenAccess
大學生學習動機、學習自我效能在實體授課與遠距教學之間的關係：以創造力人格特質為調節變項
College Students' Learning Motivation and Learning Self-Efficacy in Classrooms and Remote Instruction: Creative Personality as a Moderating Variable
摘要
遠距教學是臺灣大學生在COVID-19全國疫情三級警戒期間主要的替代學習方案。然而，此次遠距教學之推行相對倉促，對於師生皆為前所未有的嚴峻挑戰。因此，本研究旨在探討大學生於COVID-19疫情前後進行實體授課與遠距教學的學習情形，以及分析創造力人格特質在大學生適應學習型態轉換時扮演的角色。375位曾於三級防疫警戒前接受實體授課，並於防疫警戒期間接受遠距教學的大學生受邀線上填答創造力人格特質量表、資訊素養量表，以及自陳在實體授課與遠距教學時的學習動機與學習自我效能。結果發現，大學生在實體授課時學習動機和學習自我效能皆高於其在遠距教學時。大學生在實體授課時的學習動機愈高，其在遠距教學時的學習動機亦相對愈高；相對地，大學生在兩種學習情境的學習自我效能則無直接關聯。在排除資訊素養的影響後，創造力人格特質之嘗新求變、樂在工作、問題解決在兩種學習情境之間的學習動機具調節效果；創造力人格特質之嘗新求變、問題解決、慎思互動可調節實體授課與遠距教學時的學習自我效能之關係。整體而言，本研究結果顯示，創造力人格特質對於大學生學習動機及學習自我效能在實體與線上學習情境之關係具有不同影響性。
並列摘要
Remote instruction was the main learning option for college students in Taiwan during the Level 3 COVID-19 alert. However, the implementation of remote instruction was relatively hasty and was an unprecedented and serious challenge for both teachers and students. This study explores the classroom and remote learning situations of college students before and after the COVID-19 pandemic, and analyzes the role of creative personality in college students' adaptation to this learning transition. A total of 375 college students who had received in-person lectures prior to the Level 3 alert and remote instruction during the alert were invited to fill out the creativity personality trait questionnaire and information literacy scale. Additionally, they self-reported the learning motivation and learning self-efficacy they experienced through classroom and remote instruction. The results showed that college students' learning motivation and learning self-efficacy were higher in the classroom than for remote instruction. Their learning motivation in the two environments were positively correlated, however, their learning self-efficacy was not. After excluding the influence of information literacy, the creative personality, innovation and change, enjoying work, and problem-solving, moderated the relationship of the learning motivation between classroom and remote instruction; creativity personality, innovation and change-seeking, problem-solving, and deliberation and interaction, moderated the relationship between learning self-efficacy in the two environments. Overall, the results indicated that the various dimensions of creative personality have different influences on the relationships of college students' learning motivation and learning self-efficacy in classroom and online learning situations.