探討學習動機對學習滿意度之影響-以探索教育活動融入全民國防教育課程為例

A Study of the Impact of Learning Motivation on Learning Satisfacation- an Example of Exploring Education Activities for the National Defense Education

王睦文(Mu-Wen Wang)

指導教授 ： 吳佳純

義守大學/電機資訊學院/資訊管理學系/碩士(2016年)

摘要

本研究的主要目的是在探討以探索教育的活動融入全民國防教育課程後對學生學習動機及學習滿意度之影響。基於上述研究目的，本研究針對下列三項問題進行研究，探討實施探索教育後不同背景學生對全民國防課程的學習動機、學習滿意度、以及學習動機與學習滿意度的相關性，並期待透過本研究所得出的結果運用於教學目標、教學活動架構設計、教學策略、教學評量設計等面向能提出具體的建議，以作為全民國防教育的參考。
經由文獻探討結果將學習動機定義為「內在目標導向」、「外在目標導向」、「工作價值」三個層面，而學習滿意度則「學習環境」、「學習活動」、「學習成果」三個層面。本研究以高雄市某完全中學高中一年級學生為施測對象，問卷共計發出265份，剔除填答不完整及未繳回之問卷，共得有效樣本計248份，可用率為93.58％，問卷資料以SPSS統計軟體進行分析。
根據研究結果，分別就不同背景的高一學生參與學習全民國防課程的學習動機差異、全民國防課程後的學習滿意度差異，以及探索學生的學習動機與學習滿意度兩者相關。就整體的學習動機：學生參與全民國防課程的學習動機均屬於認同的態度，其中以「工作價值」最高，其次為「內在目標導向」。就整體的學習滿意度：學生參與全民國防課程後，對全民國防課程的滿意度均屬於認同，其中以「學習活動」最高、其次為「學習環境」。不同性別、不同自學頻率的高一學生參與學習全民國防課程的學習動機差異情形具有顯著差異。不同自學頻率的高一學生學習完一學期的全民國防課程後的學習滿意度差情形異具有顯著差。學生參與全民國防課程的學習動機與學習滿意度兩者具有顯著相關。學生對於全民國防課程內容中，比較喜歡具有挑戰性的課程，探索教育課程多需要腦力激盪及四肢靈活運動，多能提升學生的學習動機。

關鍵字

全民國防教育 ； 探索教育 ； 學習動機 ； 學習滿意度

並列摘要

The purpose of the study is to investigate the effects of the integration of the explore education into the national defense education on students’ motivation and satisfaction to learning. Based on the purposes mentioned above, this study was undertaken in the light of the following three aspects. First, to explore how students from different backgrounds reacted to the explore education in terms of their learning motivation and satisfaction after the practice of the explore education. Second, to investigate the correlation between the students’ motivation and their satisfaction to learning. Third, to apply the outcome of the study as reference or suggestions to the national defense education in the future in the aspects of instructional objectives, instructional design of teaching activity structures, instructional strategies, and instructional design of assessments.
According to the literature review, learning motivation is defined in three aspects: intrinsic goal orientation, extrinsic goal orientation, and task value. Likewise, learning satisfaction is defined in the following three aspects: learning environment, learning activities, and learning achievements. The subjects in this study were the senior high first graders in a six-year high school in Kaohsiung. 265 copies of questionnaires were issued, and 248 valid questionnaires received, so the effective rate is 93.58%. The data analysis of the study was administered in a statistical program, SPSS.
On the basis of the analysis results, further investigation was made to compare the differences of learning motivation among the first-grade students from different backgrounds who participate in the national defense education, to examine the changes of students’ learning satisfaction before and after the national defense education, and to explore the relation between the students’ motivation and satisfaction to learning. The major findings of the study are summarized as follow:
In the aspect of students’ learning motivation, all the students showed positive attitude toward the national defense education, especially in the item of task value. And the second highest is the item of intrinsic goal orientation.
In the aspect of students’ learning satisfaction, the students gave positive feedback after receiving the national defense education, especially in the item of learning activities. And the second highest is the item of learning environment.
In the aspect of students’ learning motivation to the national defense education, there was significant difference among the students of different genders and different self-learning frequencies.
In the aspect of students’ learning satisfaction, there was significant difference among the students of different self-learning frequencies after they finished one semester of the national defense education.
There was significant correlation between students’ learning motivation and satisfaction to the national defense education.
In the national defense education, students preferred more challenging courses. That is to say, the explore education can help promote students’ learning motivation because most of it requires both brainstorming and physical activities.

並列關鍵字

National defense education ； Explore education ； Learning motivation ； Learning satisfaction

參考文獻

黃財官（2006）。中共與我國防教育之比較研究。國防雜誌，21（6），222。

Herzberg, F., etal. (1957), Job Attitude: Review of Research and Opinion, Pittsburgh: PA: Psychological Service of Pittsburgh.

Pintrich, P. R., & Degroot, E. V. (1990). Motivational and self –regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993), Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ), Educational and Psychological Measurement, 53(3), 801-813.

一、中文部分