影響國中生英語學習成效因素之研究-應用調節焦點、補習行為、自我效能觀點

The Influence on the English-Learning Outcome of Junior High School Students--from the Perspectives of Regulatory Focus Theory, Cram-School Taking Behavior and Self-efficacy

鄭金玉(Chin-Yu Cheng)

指導教授 ： 詹明興

健行科技大學/商學院/國際企業經營系碩士班/碩士(2016年)

摘要

本研究旨在利用調節焦點、自我效能等理論及校外補習行為，來探討影響國中生英語學習成效之因素。本研究採問卷調查法蒐集資料，以桃園市南區某國中八、九年級學生為研究對象，共抽取十五班，約447位學生。剔除填答不完全者，共取得有效樣本432份，可用率高達96%左右。取得的樣本資料以結構方程模式之偏最小平方法(Partial Least Squares, PLS)進行因果關係的分析，並進行描述性統計、因素分析、信效度分析、單因子變異數分析等方法進行配套統計分析。研究結果發現如下：
1. 學生英語學習採取促進焦點愈明顯，其補習英語時數與自我效能則會愈高。
2. 學生英語學習採取預防焦點和補習英語時數無顯著相關；但其採取預防焦點的態
度愈明顯，所具備的自我效能就會愈低。
3. 學生英語補習時數愈高，則自我效能也會愈高，其英語段考平均排名也會愈佳。
4. 學生英語補習時數愈高，則其英語段考成績進步名次不明顯。
5. 自我效能與英語成績排名的進步程度沒有顯著相關。
6. 學生的家庭社經地位水準明顯影響其英語學習的狀態和成果。
最後，依據研究結論，提出各項建議，以提供家長、教育相關人員與未來研究者之參考。

關鍵字

國中學生 ； 補習時數 ； 調節焦點 ； 自我效能 ； 學習成效

並列摘要

The aim of this study is using the theory of regulatory focus and self-efficacy as well as off-campus English-learning to discuss the factors influencing the English-learning achievement of junior high school students. Questionnaire research method was employed and 447 students of grades 8 & 9 from a junior high school located at southern Taoyuan were sampled. After deleting incompletely answered questionnaire samples, the useful samples are about 96%. The consequential relationship of the acquired sample data is analyzed using the partial least squares(PLS) of structural equation model, and statistically tested using descriptive statistic, factor analysis, reliability and validity analysis, and one-way ANOVA analysis.
The results of this study are listed below:
1. The more the English-learning of students using promotion focus, the higher their off-campus English-learning hours and self-efficacy.
2. The employment of prevention focus in the students’ English-learning is not significantly related to off-campus English-learning hours, however, the more the prevention focus is employed, the lower the self-efficacy.
3. The higher the students’ off-campus English-learning hours, the higher their self-efficacy and English exam ranking.
4. Students’ off-campus English-learning hours and their English exam score ranking improvement are not significantly related.
5. Self-efficacy and the ranking improvement in English-learning are not significantly related.
6. The social and economic status of the students’ families significantly influences their
English-learning conditions and results.
Finally, according to our research results, several suggestions are provided for the reference of the parents, education authorities, and interested future researchers.

並列關鍵字

junior high school student ； off-campus learning hours ； regulatory focus ； self-efficacy ； learning achievement

參考文獻

中文文獻

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