本研究旨在探討原漢學童教育期望、學習心理需求與學習行為之關係。研究採用問卷調查法,並以「國小學童學習經驗問卷」為研究工具。以5個縣市四種族群(布農族、阿美族、排灣族、漢族)高年級學童為母群體,有效問卷840份。所得資料以Hotelling’s T²、單因子變異數分析、多元迴歸分析等進行分析。研究結果如下:1.原漢學童教育期望、心理需求、學習動機、學習努力、求助行為偏高,自我設限、學習堅持行為偏低;2.不同背景變項(性別、族群)原漢學童在教育期望、心理需求、學習動機與學習行為有顯著差異;3.性別、族群及原漢學童教育期望、心理需求、學習動機對四種學習行為均有顯著預測力。最後,根據研究發現提出具體建議以供教師及家長及未來研究之參考。
The purpose of this study was to explore the relationships between psychological needs and learning behaviors at elementary school students of aboriginal and han. This study was based on survey research, and the tool named questionnaire of learning experience in elementary school students. 840 Aboriginal students and Hans students were sampled from 31 elementary schools of 5 County. The analysis procedures included Hotelling’s T², one way ANOVA, and multiple regression analysis. The findings are as following: (1) The educational expectation, psychological needs, motivations, effort, help-seeking were high, self-handicapping, persistence were low; (2) Of the different gender and ethnicity of the children in educational expectations, psychological needs, motivation, and learning behaviors were significantly different; (3) Of the different gender and ethnicity of the children in educational expectations, psychological needs, motivation, were the most powerfully predictive variable in learning behavior. Finally, some suggestions were proposed for teache, parents, and future studies.
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