學習投入做為努力信念到學習成效之中介效果－以大學工程領域學生為例

Effort Beliefs and Academic Success: The Mediating Effect of Student Engagements in Engineering in General Universities in Taiwan

李易儒(Yi-Ju Lee) ； 黃囇莉(Li-Li Huang)

《工程與科技教育學術研討會論文集》 第四屆 (2015/05) Pp. 174-192

https://doi.org/10.6571/CETE.2015.04.15

摘要

本研究旨在探討工程背景大學以上學生之學習投入如何中介努力信念對學習成效之影響。建構主義之學習理論認為高等工程教育學生之學習有實踐性、創新性、情境性與整合性四項特徵。學習投入（student engagement）包含行為、情意與認知投入，分別代表學習時的活動實踐、情感投入與知識運用。而努力信念是從事活動前對投入多少、如何投入等先備觀念，不僅是一種美德，更是學習中的首要策略。近年一般大學工程科系出現「去工程化」現象，因此本研究欲探討工程學生對知識、「做」、「實踐」之間的情感與投入情形：其努力信念如何透過學習投入之中介影響學習成果（主觀學習成效、深度學習、學業成績），並建立學習路徑分析模型。研究對象為205位大二以上學生（含碩、博士生），研究工具為六個量表，如努力信念、行為投入、情意投入、認知投入、深度學習、主觀學習成效。結果顯示：一、大學生的努力信念可預測認知投入，研究生則可預測全方面的投入。二、大學生與研究生之情意與認知投入可預測深度學習與主觀學習成效。三、大學生之行為投入與認知投入皆可預測成績高低；研究生則否。四、認知投入與情意投入可中介研究生努力信念對深度學習的影響。

關鍵字

學習投入 ； 努力信念 ； 一般大學

並列摘要

The purpose of this research is to investigate the mediating effect of student engagements on effort beliefs and ideal learning results. In the perspective of constructivism learning theory, practical, situated, innovated and integrated are the main characteristics in engineering learning experiences. Student engagements are the time and effort a learner invests/dedicates on educational goals. Behavioral, affective and cognitive engagement indicates the level of their activity practice, affection involvement and knowledge use in learning respectively. On the other hand, effort beliefs, the antecedent of how and what to engage, has been a crucial virtue and strategy to learn throughout Chinese traditional culture. In Taiwan, engineering learning in general universities has become un-engineered in contrast to technological universities in recent years. Thus, two path analysis models were conduct to illustrate the relationships between students themselves and the knowledge, practice they take while learning. In other words, how student engagements lead to ideal learning results (subjective learning results, deep learning and grade) for engineering students in Taiwan. 126 undergraduate and 79 graduated students were acquired. Six surveys which designed by researchers were taken (98 items; α=.65~.93) in this research. As the result shows, effort beliefs have significant impact on the level of cognitive engagement for undergraduates whereas they predict all engagements for graduated students. Secondly, affective and cognitive engagement predict the level of deep learning and subjective learning results positively for students in higher education. Thirdly, behavioral and cognitive engaging can both effect the grades for undergraduates, while no engagement were found predicting the grade for graduated students. Finally, cognitive engagement and affective engagement were full mediated the relationship between effort beliefs and deep learning.

並列關鍵字

Student engagement ； Effort belief ； General universities