我國中等學校師資培育生教育參與動機與學習自我效能之相關研究

A Study of the Relationship between Motivation of Participating Education and Self-Efficacy for Learning of Secondary School Teacher Education Students in Taiwan

陳小雅(Siao-Ya Chen)

指導教授 ： 曾淑惠

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

https://doi.org/10.6841/NTUT.2013.00574

摘要

本研究旨在瞭解中等學校師資培育生教育參與動機與學習自我效能感受之程度與相關性，並探討不同背景變項中等學校師資培育生在教育參與動機與學習自我效能之差異情形。本研究採問卷調查法，以全國公私立大學設有師資培育相關學系及師資培育中心之中等學校師資類科師資生為研究對象，並以「我國中等學校師資培育生教育參與動機與學習自我效能之相關研究調查問卷」為研究工具，問卷抽樣數共905份，得有效問卷835份，有效問卷回收率為92.26%。本研究採用之統計方法分別為描述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析與典型相關，進行資料處理分析。
經由統計分析後，獲得以下結論：一、中等學校師資培育生教育參與動機感受程度達中等以上程度。二、不同背景變項的中等學校師資培育生教育參與動機會因學科領域而有差異，但不受性別、年鈴、教育程度、就讀學校地區及學校屬性的影響。三、中等學校師資培育生學習自我效能感受程度達中等以上程度。四、不同背景變項的中等學校師資培育生學習自我效能會因年齡而有差異，但不受性別、教育程度、就讀學校地區、學校屬性及學科領域的影響。五、教育參與動機和學習自我效能兩者之間呈高度相關。
根據研究結果提出建議，以提供師資培育機構、中等學校師資培育生及後續研究者作參考。

關鍵字

中等學校師資培育生 ； 教育參與動機 ； 學習自我效能

並列摘要

This research aims to understand the feeling levels and relationship between motivation of participating education and self-efficacy for learning and the differentiation with different background variables on those.
The questionnaire method was used and the object of study was secondary school teacher education students at department of teacher education and teacher education center in all of national and private universities. Besides, “A Study of the Relationship between Motivation of Participating Education and Self-Efficacy for Learning of Secondary School Teacher Education Students in Taiwan questionnaire” was developed as the instrument in this study. 905 questionnaires were distributed and 835 effective questionnaires which accounted for 92.26%.
The statistics methods such as descriptive statistics, one-sample t-test, independent t-test, one-way ANOVA, and canonical correlation were used in this research carrying on data processing analysis. By statistics analysis and the conclusions were as follows. First of all, the feeling levels of motivation of participating education of secondary school teacher education students were over intermediate level. Secondly, the difference of academic areas can have an effect on motivation of participating education of secondary school teacher education students. Education area secondary school teacher education students’ motivation of participating education is higher than those of none of Education area. Third, the feeling levels of self-efficacy for learning of secondary school teacher education students were over intermediate level. Fourth, the difference of ages can have an effect on self-efficacy for learning of secondary school teacher education students. More than thirties secondary school teacher education students’ self-efficacy for learning is higher than those of twenties and teenage. Fifth, the high correlations were assumed between both of motivation of participating education and self-efficacy for learning.
Based on the results, the suggestions are provided for teacher education institute, secondary school teacher education students and follow-up researchers as a reference.

並列關鍵字

Secondary School Teacher Education Students ； Motivation of Participating Education ； Self-Efficacy for Learning

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