設計自我效能、設計興趣和STEM學習表現之相關分析：以時尚設計為例

Effectiveness of STEM Education for Design Self-Efficacy and Design Interest in Fashion Design

范靜媛(Jing-Yun Fan) ； 葉建宏(Jian-Hong Ye)

《教育科學研究期刊》 65卷1期 (2020/03) Pp. 221-246

https://doi.org/10.6209/JORIES.202003_65(1).0009

摘要

近年來，科學、科技、工程與數學（STEM）教育在世界各地擴展，其學習重點主要分為四個方面，不同教育領域透過不同活動與課程設計推動STEM科際整合教育，然而，鮮少看到STEM教育理念被時尚設計領域採用。本研究基於興趣動機理論，考察了設計自我效能感，設計興趣和學習效果之間的相關性。本研究參與者來自臺灣南部地區某科技大學時尚設計系的197位大學生。在四週共計8小時內（即2小時／週），透過教學的引導，參與者自主學習有關時尚設計領域的STEM知識，並將STEM概念應用至袋包設計實務中；研究者採用VirtualPLS統計軟體驗證研究模型。研究結果顯示，設計自我效能感知較高的參與者具有較高的設計興趣（喜歡、享受和投入），且設計興趣感受較高的學生在學習STEM方面呈現更好的表現。此外，設計自我效能感對STEM學習表現呈現間接正向影響，亦即參與者的設計自我效能感愈高，將學習到愈高水平的STEM知識。

關鍵字

STEM ； 時尚設計 ； 設計自我效能 ； 設計興趣

並列摘要

Science, Technology, Engineering and Mathematics (STEM) education is increasingly important. Its importance can be separated into four dimensions. In design education, especially fashion design, STEM education is rare. In accordance with interest theory, this study examined the correlation between design self-efficacy, design interest, and learning effectiveness. An experiment was conducted in a department of fashion design at a technology college in Taiwan. Over four weeks, participants spent two hours weekly learning STEM topics related to fashion design and how to apply them in design practice. Data from questionnaire responses of 197 participants were used to test our research model. Results indicate that participants with higher design self-efficacy had stronger design interest (e.g., enjoyment and engagement). Moreover, better STEM learning was correlated with stronger design interest. In addition, design self-efficacy was positively correlated with STEM knowledge and it is mediated by design interests. Therefore, this study suggests that among students, learning STEM subjects increases design self-efficacy.

並列關鍵字

STEM ； fashion design ； design self-efficacy ； design interest

參考文獻

洪榮昭、詹瓊華（2018）。共變推理遊戲：遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊，63（3），131-162。【Hong, J.-C., & Chan, C.-H. (2018). Game performance in covariation reasoning: The correlates between gameplay self-efficacy, and metacognition reflected gameplay anxiety and gameplay interest. Journal of Research in Education Sciences, 63(3), 131-162. 】

范斯淳、游光昭（2016）。科技教育融入STEM課程的核心價值與實踐。教育科學研究期刊，61（2），153-183。【Fan, S.-C., & Yu, K.-C. (2016). Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education. Journal of Research in Education Sciences, 61(2), 153-183. 】

Antoncic, B., Antoncic, J. A., & Aaltonen, H. M. (2016). Marketing self-efficacy and firm creation. Journal of Small Business and Enterprise Development, 23(1), 90-104.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.