中學生正向學習量表之發展研究

本研究主要目的在編製適合中學生使用的正向學習量表，期望探討中學生的正向學習指標。研究以中學生1,056份進行預試，依項目分析及探索性因素分析，確定36題為正式量表，內容有五個向度：「學習動機」、「學習情緒」、「責任感」、「正向積極」及「同理合作」，另外「學習動機」和「學習情緒」合稱為「學習動力」，「責任感」、「正向積極」及「同理合作」合稱為「學習復原力」。本研究以（通稱為中學生），共4,086份資料為研究樣本，進行正式量表的信度與效度檢驗。探索性因素分析結果顯示，正向學習態度量表在中學生有高度內部一致性及穩定性；驗證性因素分析結果顯示，量表所提的五個因素模式，有不錯適配度。為此，正向學習態度與正向心理健康、人際關係及情緒智慧等息息相關，正向學習量表是一套適用於了解中學生學習動力及學習復原力的良好工具，可作為輔導中學生克服學習壓力及發展正向學習的量表。

關鍵字

學習動機；學習情緒；正向積極；學習動力；學習復原力

並列摘要

Positive psychology is essential for learning attitudes, methods, and strategies in terms of learning motivation and learning emotion. A scientific perspective can increase the value of a learning life; it is also crucial for adaptability and flexibility because coping with learning challenges requires the knowledge and ability as well as a positive attitude. Many researchers have investigated the learning process of junior and senior high school students by using a positive learning motivation assessment, but their methodology had several limitations. For instance, many of the studies included a negative description (e.g., a heavy course load increases stress) or focused on negative mental states (e.g., learning burnout and alienated relationships). The implementation of education reform cannot alleviate the learning pressure of middle school students, and more than half of junior and senior high school students are negatively affected by ＂schoolwork pressure＂ and ＂exam pressure,＂ decreasing their mental health and learning motivation. In Taiwan, research on positive learning is lacking. Research on positive learning motivation includes learning attitudes, learning methods and strategies, learning hard work, learning emotions, responsibility, optimism, and resilience. In positive psychology research, additional investigation may provide more reasons for the cultivation of positive learning motivation. Therefore, this study developed a Positive Learning Motivation Scale (PLMS) to measure the index of learning incentive for junior and senior high school students for incorporating positive learning motivation as an indicator of the learning phenomenon. This study also analyzed the essential nature of optimism and learning resilience among students. Learning motivation is the driving force of learning. Motivation is an essential factor in the success or failure of learning among students, indicating that motivation has a profound impact on positive learning. In the learning process, positive emotions make learners emotionally stable, active and interested in learning, able to concentrate, stimulate personal potential, become dynamic and innovative in learning, and enhance their sense of achievement in learning. Our PLMS multidimensionally assesses students' learning motivation and learning emotion such as learning effort and strategy (e.g., understanding hard work and good learning emotions) and learning resilience (e.g., responsibility, optimism, and empathy-cooperation). We designed this assessment instrument for junior and senior high school (grade 7-12) students. The PLMS scale items were designed as theoretically constructed questions. The relevant theories and literature on positive learning in PLMS have confirmed the definition of positive learning, and then the item structure of the relevant scales was designed. For the compilation of the PLMS, scale items were generated based on schoolteachers' suggestions; here, the themes of the PLMS were prepared and classified. The relevant theories and literature on positive learning were analyzed, and the definition of positive learning was confirmed. Then, the item structure of the relevant scales was designed to determine the junior and senior high school students in the north, middle, and second districts as the participants of the preliminary test. Next, the initial test questions were subjected to item and factor analyses. The test questions with research and identification index of ＞ 3 and consistency score between the test questions of ＞ 0.3 were selected. Next, we performed exploratory factor analysis (EFA), screened the questions, determined the eligible test questions, collected samples for formal testing, and performed statistical analysis on the test results. The test-retest reliability and the criteria of the validity correlation test were established 3 weeks apart. The posttest results were subjected to multiple regression analysis, confirmatory factor analysis (CFA), and criterion-related validity analysis to explore the sex and age differences in each subscale. In total, 1056 students participated in the pretest study. On the basis of the results of item analysis and EFA, ＂the context item are learning hard work,＂＂learning emotions,＂＂responsibility,＂＂optimism,＂ and ＂empathy-cooperation＂ fulfill a formal scale. The scale used here had 36 self-reported items, rated on a 4-point Likert-type scale. In total, 4,086 junior and senior high school students were used as samples. The PLMS used for analyzing the learning motivation and learning emotions of junior and senior high school students also used a 4-point Likert-type scale. Here, the higher the score, the better the positive learning. The PLMS, including 36 questions, required 10-15 minutes to complete. Our results indicated that the PLMS has significant criteria-related validity for items related to factors, such as positive mental health and emotional intelligence. The average score for learning emotion was the highest, indicating that when junior and senior high school students develop learning motivation, learning emotion warrants special attention. The study results also demonstrated that the students' resilience positively affects education and that those with high resilience can respond to events and have more positive interpersonal skills. Among middle school students, we also found significant age and sex differences in positive learning. Our results suggested that positive learning should use strategies to improve students' ability to perform various activities and aid them in self-resilience development. Positive learning is associated with resilience because it can optimistically predict learning tasks, particularly the ability to maintain mental health. Because learners with high resilience will be more concerned about self-ability, they may make more effort and demonstrate perseverance and thus have improved academic control. In this study, we aimed to understand positive learning in junior and senior high school students by developing the PLMS. Our results may aid the design of efficient teaching activities to cultivate positive understanding. The reliability and validity of the PLMS can provide auxiliary applications in education, counseling, and life education. In terms of education, it examines the academic and life knowledge as well as the skills of middle school students, facilitating the development of their learning motivation or learning resilience and the design of an effective learning and teaching plan for them. In terms of counseling, the parents and teachers of middle school students can use the PLMS to determine the positive knowledge so that these teachers and parents can have a deeper understanding of this aspect. The PLMS results can be employed in assisted living and counseling materials to aid middle school students in exploring their strengths and thinking. The internal consistency of the PLMS for junior and senior high school students was satisfactory. The construct validity of the PLMS, detected using CFA, indicated an acceptable model fit. The correlation results demonstrated that a high PLMS score was related to positive mental health, interpersonal relationships, and emotional intelligence. Moreover, the psychometric evaluation by using the PLMS demonstrated statistically reliable and valid results. In this research, we adopted the perspective of positive psychology; focused on learning motivation, learning emotion, and resilience; and developed a positive learning scale for junior and senior high school students. In general, the PLMS results may provide evidence supporting learning and relevant practical research interventions and reference for counseling junior and senior high school students to improve positive learning motivation.

並列關鍵字

learning motivation ； learning emotions ； optimistic ； learning hardwork ； learning resilience

參考文獻

王玉珍、李宜玫、吳清麟（2019）：〈青少年優勢力量表之發展研究〉。《教育心理學報》，50，503–528。[Wang, Y.-C., Lee, Y.- M., & Wu, C.-L. (2019). Development and validation of a Strengths Scale for Adolescents in Taiwan. Bulletin of Educational Psychology, 50, 503–528.] https://doi.org/10.6251/BEP.201903_50(3).0006

余民寧、翁雅芸、張靜軒（2018）：〈數理科學的學習動機有性別差異嗎？一個來自後設分析的證據〉。《當代教育研究季刊》，26（1），45–75。[Yu, M.-N., Weng, Y.-Y., & Chang, C.-H. (2018). Students’ learning motivation to math and science: Using the meta-analysis to find the gender difference in Taiwan. Contemporary Educational Research Quarterly, 26(1), 45–75.] https://doi.org/10.6151/CERQ.201803_26(1).0002

吳治勳、吳英璋、許文耀、蕭仁釗（2008）：〈「台灣兒童及青少年關係量表（TRICA）」之編製和心理計量特性研究〉。《測驗學刊》，55，535–557。[Wu, C.-H., Wu, Y.-C., Hsu, W.-Y., & Shiau, R.-J. (2008). Development of the Taiwan Relationship Inventory for Children and Adolescents (TRICA) and its psychometric study. Psychological Testing, 55, 535–557.] https://doi.org/10.7108/PT.200812.0005

吳相儀、林耀南、陳學志、邱發忠、徐芝君（2008）：〈樂觀就不悲觀嗎？樂觀與悲觀的雙向度理論驗證及量表的發展〉。《測驗學刊》，55，559–589。[ Wu, H.-Y., Lin, Y.-N., Chen, H.-C., Chiu, F.-C., & Hsu, C.-C. (2008). The verification and measurement of the bi-dimensional construct of optimism-pessimism. Psychological Testing, 55, 559–589.] https://doi.org/10.7108/PT.200812.0006

吳相儀、張聖翎、蕭舒謙、簡晉龍（2018）：〈感恩到幸福：從復原力探討感恩與心理健康之關係〉。《教育心理學報》，50，83–106。[Wu, H.-Y., Chang, S.-L., Hsiao, S.-C., & Chien, C.-L. (2018). From gratitude to bliss: The mediating effect of resilience on the relationship between gratitude and mental health. Bulletin of Educational Psychology, 50, 83–106.] https://doi.org/10.6251/BEP.201809_50(1).0004

主題瀏覽