影響國中生學習動機強弱之個人、父母及家庭相關因素探討

A study on factors that influence junior high school students’ learning motivation: from personal, parental, and family dimensions

謝欣如(Hsin-Ru Hsieh)

指導教授 ： 黃怡婷

國立臺北大學/商學院/統計學系/碩士(2008年)

摘要

本文以「臺灣教育長期追蹤資料庫」（Taiwan Education Panel Survey，簡稱TEPS）之國中學生為研究樣本，其目的為找尋影響國中生學習動機強弱之個人、父母及家庭相關因素；並建構學生學習動機與顯著因子間之最佳模型，用以預測學生學習動機之強弱，冀望能提供家長在教育孩子學習成長之參考，並提供教師及學校事先給予學習動機弱的學生適當之輔導。
本研究發現影響學生學習動機之重要因素有「學生的性別」、「期望自己的教育程度」、「家長的婚姻狀況」、「孩子在班上的成績表現」、「家長期待孩子的最高學歷」、「學生學習的時間」、「學生使用網路的時間」及「母親每週在家閱讀的時間」等。利用邏輯斯迴歸分析方法建構學生學習動機與顯著因子間之累積邏輯值模型，研究結果顯示：女生所展現的學習動機比男生強烈；學生期望自己的教育程度愈高，其學習動機呈現遞增的現象；家長的婚姻狀況為健全的家庭，其孩子所展現的學習動機會比其他婚姻狀況（如喪偶、離婚、分居或同居）還要強烈；孩子在班上的成績表現愈好，其學習動機愈強烈，顯現學習動機與學業成就間確實存在著重要的關聯性；家長期待孩子的教育程度愈高，其所表現的學習動機愈強；學生學習的時間愈長及使用網路的時間愈短的人，具有較強烈的學習動機；母親每週在家閱讀時間的長短，對其孩子學習動機的影響，需視孩子在班上的成績表現情況而定，在孩子成績表現愈好的情況下，母親每週在家閱讀的時間愈長，其孩子的學習動機愈強。
父母對於增強孩子學習動機的主要方式，是給予孩子一個健全的成長環境，並且讓孩子從小就培養良好的學習態度、行為及習慣，例如：充足的讀書時間、規範使用網路的時間及給予孩子適當的期望等。對於學校教育而言，多給學生們肯定、鼓勵及成就感，讓他們建立起對自己能力的自信心。教育是要培養願意終身學習的國民，學習動機絕對是持續追求自我成長的重要因素。

關鍵字

學習動機 ； 邏輯斯迴歸 ； 多重插補法 ； 累積邏輯值模型 ； 累積勝算比

並列摘要

During the teaching process, students with good telent have been found to be very passive in learning. As a result, the instructors often feel very depressed about their performance in school. The purposes of the study are (1) to investigate factors that influence junior high school students’ learning motivation in turns of personal, parental, and family dimensions, and (2) to find the most influential factors that are associated with students’ learning motivation. The results can serve as a reference for both the parents and school teachers to provide lowly motivated students with appropriate preventive counseling.
The study is based on the samples from the junior high school student population in Taiwan collected by the Taiwan Educational Panel Survey. Using the cumulative logit model, the key factors that are associated with students’ learning motivation include gender, the expected level of education that respondents want to achieve, parents’ marital status, respondent’s academic performance in class, the expected level of education that respondents’ parents want them to achieve, the time on task, the time spent on the Internet, and the reading time that respondent’s mother spends per week. Specifically, female students demonstrate higher level of learning motivation than their male counterparts. Students who want to achieve higher level of education show an increasing level of motivation. Students from a sound family are better motivated than those whose parents are widowed, divorced, separated, or unmarried. Students demonstrating higher academic performance show a higher level of motivation. Students whose parents anticipate a higher level of education of their children show a higher level of motivation. Students who spend more time on task and less time on the Internet show stronger learning motivation. Depending upon the performance of the respondents in the class, the higher the performance of the respondents in the class, the more the mother spends time in reading at home.
To enhance children’s learning motivation, parents can provide them with a sound family, a nurturing environment, and cultivate them a good attitude toward learning, proper conduct, and study habit. For example, parents should make sure their children having sufficient study time, limiting their Internet surfing duration, and having reasonable expectations of their children. The school teachers should encourage and motivate their students so that they can establish their confidence. After all, the purpose of education is to let citizens have the abilities in lifelong learning. Also having the learning motivation is the key attitude to pursue the self-growth.

並列關鍵字

learning motivation ； logistic regression ； multiple imputation ； cumulative logit model ； cumulative odds ratio

參考文獻

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