大學境外生學習動機與學習投入關係之研究－－以國立暨南國際大學為例

A Study on Relationship between Learning Motivation and Learning Engagement for Undergraduate Foreign Student in National Chi Nan University

張亞文(Ya-Wen Chang)

指導教授 ： 蔡金田

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2022年)

https://doi.org/10.6837/ncnu202200343

摘要

在政府新南向政策的推動之下，境外生已成為我國大專校院主要的學生來源之一。本研究旨在探討國立暨南國際大學學士班境外生學習動機與學習投入之相關情形，並比較不同背景變項對境外生學習動機與學習投入的影響是否有差異。本研究採用網路問卷調查法，以暨南大學學士班境外生為研究對象，共發放303份問卷，收回167份，有效問卷156份，回收率51.49%。研究發現如下：
一、暨南大學學士班境外生學習動機與學習投入現況良好。
二、不同年級之暨南大學學士班境外生整體學習動機有顯著差異。
三、不同年級與住宿現況的暨南大學學士班境外生在學習投入之「認知投入向度」有顯著差異。
四、暨南大學學士班境外生學習動機之「期盼成分」、「價值成分」、「情感成分」三大向度面對學習投入之「行為投入」、「情緒投入」、「認知投入」三大向度呈現中度正相關。
五、暨南大學學士班境外生學習動機之「價值成分」與「期盼成分」向度對學習投入具有預測力。
根據上述研究結果，對主管教育機關、學校提出建議。

關鍵字

大學境外生 ； 學習動機 ； 學習投入

並列摘要

Under The New Southbound Policy, foreign students have become one of the main student sources of universities in Taiwan. The study aims to explore relationship between learning motivation and learning engagement for undergraduate foreign student in National Chi Nan University. It also compares whether different background variables had different effects on foreign students’ learning motivation and learning engagement. In this study, the Internet questionnaire survey method was used to undergraduate foreign student in National Chi Nan University. A total of 303 questionnaires were distributed, 167 were received and 156 effective responses were returned, the responding rate reached 51.49%. Results are shown as following:
1.The learning motivation and learning engagement for undergraduate foreign student in National Chi Nan University is in good condition.
2.There are differences between various grades on overall learning motivation for undergraduate foreign student in National Chi Nan University.
3.There are differences between various grades and accommodation on “cognitive engagement” for undergraduate foreign student in National Chi Nan University.
4.The correlation among three dimension of learning motivation: expectancy components, value components, and affect components, three dimension of learning engagement: behavior engagement, emotional engagement, and cognitive engagement, is medium positive correlation.
5.“Expectancy components” and “value components” of leaning motivation could predict learning engagement.
According to the results, the study proposes recommendations to educational authority and university.

並列關鍵字

undergraduate foreign student ； learning motivation ； learning engagement

參考文獻

Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199. https://doi.org/10.3102/00346543063002167

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