動手做自我效能、競賽投入與學習價值之相關分析：以PowerTech青少年科技創作競賽為例

參加活動獲取的經驗是學生主要的學習價值之一，特別是學生參與動手做競賽。本研究基於期望價值理論的基礎下，探討學生如何從名為PowerTech的STEAM（科學、科技、工程、藝術及數學）競賽中獲得學習價值。因而，建構一個研究模式，剖析動手做自我效能、三種類型的競賽投入（心智投入、情感投入、行為投入）與學習價值之關係。本研究邀請參賽的國中生與國小學童填寫問卷，剔除無效樣本後，共獲得456份有效問卷，進行信度與效度分析，以及研究模式驗證。本研究結果顯示，動手做自我效能與三種類型的競賽投入呈現正相關，而三種類型的競賽投入亦與學習價值呈現正相關。

關鍵字

動手做自我效能；競賽投入；學習價值

並列摘要

The students' learning values mainly comes from the experiences when participating in activities, such as engagements in hands-on related competition. Based on the Expected Value Theory, the study explored how students gain learning value from participating in the PowerTech, a competition of STEAM (Science, Technology, Engineering, Art, and Mathematics). Therefore, research model was constructed to analyze the relationship between self-efficacy, three types of competition inputs (intellectual input, emotional input, behavioral input) and learning value. This study invited primary and middle school students who participated in the PowerTech competition to fill out the questionnaire. A total of 488 questionnaires were collected, after removing invalid responses, a total of 456 surveys was analyzed by using structural equation modeling. The results indicated that hands-on self-efficacy is positively related to the engagement of cognition, emotion, and behavior; and three types of competitive engagement show a positive correlation to learning values after participation.

並列關鍵字

hands-on self-efficacy ； competitive engagement ； learning value

參考文獻

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周芬美、段曉林（2019）。以自我效能激發策略融入 STEM 統整活動對國中學生 STEM學習效能之探討。科技與人力教育季刊，5（4），26-49。