「合作學習實施動機量表」的發展與信效度考驗

本研究旨在發展具有理論基礎與信效度的「合作學習實施動機量表」（Cooperative Learning Implementation Motivation Scale，CLIM scale）。發展過程乃根據期望價值理論，彙整合作學習教學實施與挑戰的相關文獻、量表與專家意見編擬成初稿，以國中教師為施測對象，預試回收206份有效量表，經項目分析與探索性因素分析之後成為正式量表，共包含價值認同、成功預期、失敗預期、教學負擔與溝通負擔等五個因素共計18題，可解釋變異達62.29％，Cronbach's a信度係數介於.76至.92之間。以510份有效量表進行驗證性因素分析，顯示本量表的因素結構適配度，組合信度係度介於.74至.90之間，平均變異抽取量介於.49至.69之間，且各構面區別效度良好。再以640份有效量表進行複核效度分析，顯示本量表具有跨樣本的有效性與穩定性。最後，以相依樣本t考驗比較教師參與研習前後的動機差異，顯示本量表可以適切評估研習的介入效果，具有應用可靠性。

關鍵字

合作學習；教師動機；教學革新

並列摘要

The study aimed to develop and validate the Cooperative Learning Implementation Motivation Scale for middle school teachers. Based on expectancy-value theory, literature review of cooperative learning and available scales, and expert opinions, this study developed an initial bank of items. After the initial set of items was administered, 206 samples responded to the scale completely, this study conducted item analysis and exploratory factor analysis to build a formal scale. The scale consisted of 5 factors, labeled "valence", "expecting success", "expecting failure", "communicating loading" and "teaching loading". The explained variation was 72.03%. The Cronbach's coefficient for the five subscales ranged from .76 to .92. The results of 510 samples' confirmatory factor analysis showed that the factor structure fit, composite reliability, average variance extracted of this scale, and discriminant validity all reached a good level. Besides, added 640 samples for the cross-validation analysis showed that the scale had cross-sample validity and stability. Finally, a paired sample t-test was used to compare teachers' motivation differences before and after participating in a cooperative learning workshop. The results support that the scale could be reliably applied to assess the intervention effect of the workshop.

並列關鍵字

cooperative learning ； instructional innovation ； teacher motivation

參考文獻

林秀玲、張聖翎、吳相儀（2021）。突破合作學習困境：得獎教師教學策略分析之研究。教育心理學報，54（4），807-828。http://doi.org/10.6251/BEP.202106_52(4).0004

郭奕龍、曾敬梅、吳武典（2011）。「教師工作偏好量表」修訂之研究。測驗學刊，58（2），317-341。http://doi.org/10.7108/PT.201106.0317

Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201-216. http://doi.org/10.1080/0144341032000160146

Alderman, M. K. (2008). Motivation for achievement: Possibilities for teaching and learning (3rd ed.). Routledge. http://doi.org/10.1080/15332276.1999.11672919

Barron, K. E., & Hulleman, C. (2015). Expectancy-value-cost model of motivation. In J. S. Eccles & K. Salmelo-Aro (Eds.), International encyclopedia of social and behavioral sciences (2nd ed.). Elsevier. http://doi.org/10.1016/B978-0-08-097086-8.26099-6

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