國中學生家庭背景、學習適應與學習動機關聯性之研究──以桃園市為例

本研究旨在探討不同家庭背景之七年級國中生在學習適應和學習動機之關聯性。家庭背景分為四種項目，分別是性別(男性、女性)、家庭類型(包括核心家庭、單親家庭、祖孫家庭、其他)、主要教養者(包括父、母、父母二人、祖父母、其他)、教養風格(包括高關懷高權威、高關懷低權威、低關懷高權威、低關懷低權威)。本研究採取問卷調查法，針對桃園地區兩所公立國民中學108學年度入學之七年級全體學生進行資料收集，共發放183份問卷，回收有效問卷181份（有效樣本回收率98％）。本研究之資料處理以獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析與多元逐步迴歸分析等統計方法進行。研究發現：(1)不同性別之國中七年級生在學習適應的表現上有顯著差異，女性優於男性。(2)不同教養風格之國中七年級學生在學習適應的表現上有顯著差異，高關懷高權威教養風格在學習適應各向度上表現顯著優於其他教養風格。(3)不同性別之國中七年級生在學習動機的表現上無顯著差異。(4)不同家庭背景之國中七年級生在學習動機的表現上無顯著差異。(5)國中七年級生的學習適應與學習動機呈現中度正相關。(6)國中七年級生的學習適應對學習動機具有顯著且正向的預測力。最後，本研究根據以上研究結果，對未來學術研究、國中學生家庭背景對學習適應、學習動機之影響提出各項建議。

關鍵字

學習適應；學習動機；家庭背景；家庭類型；主要教養者；教養風格

並列摘要

This study aims to unfold the correlation between learning adaptation and learning motivation of seventh graders with different family backgrounds. Family background is divided into four items, gender (male, female), family type (including nuclear family, single parent family, grandparent family, other), main educator (including father, mother, two parents, grandparents, other ), and parental style (including highly loving and highly authority, highly loving and less authority, less loving and highly authority, less loving and less authority). This is a survey research and a questionnaire was used to collect data from all the seventh graders enrolled in the 2019 of the two junior high schools in Taoyuan city. A total of 183 questionnaires were distributed, and 181 valid questionnaires were recovered (effective sample recovery rate was 98%). The data processing in this study was performed by independent-sample t test, one-way anova, Pearson correlation analysis and multiple stepwise regression analysis. The study found that: (1) Seventh graders of different genders have significant differences in the performance of learning adaptation, and women are better than men. (2) There are significant differences in the performance of learning adaptability among the seventh graders . The highly-care and highly-authority education style is significantly better than other culture styles in learning adaptability. (3) There is no significant difference in the performance of learning motivation among the seventh graders of different genders. (4) There is no significant difference in the performance of learning motivation among the seventh graders of different family backgrounds. (5) The learning adaptability of the seventh graders is positively correlated with the learning motivation. (6) The learning adaptability of the seventh graders in junior high school has a significant and positive predictive effect on learning motivation. Finally, based on the above research results, this study makes recommendations for future academic research, the impact of middle school students' family background on learning adaptation, and learning motivation.