技職校院高學習成就學生學習動機與學習策略之個案研究

A Case Study of Learning Motivation and Learning Strategies for a High-Academic-Achievement Student Who is in an Education of Technology and Vocation

杜佳靜(Chia-Ching Tu) ； 趙志揚(Chih-Yang Chao) ； 游源忠(Yuan-Chung Yu) ； 張菽萱(Shu-Hsuan Chang)

《南台人文社會學報》 7期 (2012/05) Pp. 25-52

https://doi.org/10.29841/STUTJHSS.201205.0002

摘要

本研究藉於Y技術學院先後就讀大學部及碩士班的個案，探索他的學習動機與自我調整學習策略，進而對其師生互動效益及考上三所國立大學博士班的高學業成就發展進行研討。研究結果指出受訪者的學習動機從Maslow需求層次理論的「基本需求」，證明自己實力轉換到享受鑽研學術研究成就感的「成長需求」，受訪者之自我調整習策略與師生互動效益源自於良好的學習態度。研究結論提出技職教育中教與學效用與未來研究之建議。

關鍵字

技職校院 ； 學習動機 ； 高學業成就 ； 自我調整學習 ； 學習策略

並列摘要

The purpose of the study is to explore the learning motivation and self-regulated learning strategy for one who finished his undergraduate and master course in Y College of Business. The interviewee then passed the doctoral entrance exams for three national universities, and therefore, the next step is to explore the relationship between his high academic achievement and the benefits of teacher-pupil interactions. The results indicate that the respondent's learning motivation generally tends to ＂shift down＂ from ＂Basic Needs＂ to ＂Growth Needs＂ of Maslow's need-hierarchy theory. In addition, the findings suggest that the interviewee's self-regulated learning strategy and teacher-pupil interaction benefits are derived from good learning attitude. Finally, the suggestions for future practical implementation are provided in the study.

並列關鍵字

education of technology and vocation ； learning motivation ； high academic achievement ； self-regulated learning ； learning strategy