不同學習成就學生在學習動機及學習策略之差異

A Study of the Difference of Students' Learning Achievement in Learning Motivation and Learning Strategy

陳偉瑀(Wel-Yu Chen) ； 黃素芬(Su-Fen Huang)

《大專體育學術專刊》 93年度 (2004/05) Pp. 152-162

https://doi.org/10.6695/AUES.200405_93.0017

摘要

本研究主要目的是：一、.探討不同學習成就學生在體育課學習動機的差異情形。二、探討不同學習成就學生在體育課學習策略使用的差異情形。本研究以德明技術學院體育課選修桌球組的250名學生為研究對象。以「體育課學習動機量表」、「體育課學習策略量表」為研究工具。所得資料以描述性統計和獨立樣本t考驗進行統計分析。本研究結果發現：一、不同學習成就學生在學習動機「成就動機」、「考試焦慮」及「自我期許」的排序上有差異存在。二、高學習成就者比低學習成就有較佳的「內在價值」及「自我期許」動機；低學習成就者比高學習成就有較高「考試焦慮」。三、不同學習成就的學生，在學習策略各層面優先排序上沒有差異。四、高學習成就者比低學習成就有較佳的「考試準備策略」。本研究並根據研究發現提出研究結果的應用與若干建議。

關鍵字

學習成就 ； 學習動機 ； 學習策略

並列摘要

The purposes of this study were: 1. to compare the differences of students' learning achievement in learning motivation; 2. to compare the differences of students' learning achievement in learning strategy. The subjects were 250 students selected from Tak-Ming Institute of Technology. The subjects were administered Learning Motivation Inventory and Learning Strategy Inventory. The collected data were analyzed by descriptive statistics and t-test (independent). The findings were as follows: 1. There were differences of ”achievement motivation”, ”test anxiety”, and ”self-anticipation” in sequence between the students with learning achievement. 2.The students with higher learning achievement had better ”intrinsic value” and “self-anticipation than those of the students with lower learning achievement, ”and the students with lower learning achievement had higher ”test anxiety ” than that of the students with higher learning achievement. 3. There were no differences of learning strategies in sequence between the students with different learning achievement. 4. The students with higher learning achievement had better “test-preparing strategy” than that of the students with lower learning achievement. 8ased on the results and findings of this study, some applications and further research suggestions were offered.

並列關鍵字

learning achievement ； learning motivation ； learning strategy