國中學生的成就動機之前因及其影響- 以桃園地區國中學生為實證對象

Causes and Effects of Junior High School Students’ Achievement Motivation ─Examples of Junior High School Students in Taoyuan

彭瑞齡(Jui-Ling Peng)

指導教授 ： 羅新興博士

共同指導教授 ： 黃敏萍博士(Dr. Min-Ping Huang)

元智大學/管理學院/管理研究所/碩士(2006年)

https://doi.org/10.6838/YZU.2006.00018

摘要

本研究以桃園地區國中學生、家長及教師為研究對象，探討家長、教師的目標導向對學生的成就動機之影響，以及學生成就動機、自我效能和學習成效（常規表現、學業成績）之間的關聯性。問卷調查以桃園地區七所公立國中的學生、家長和教師為配對資料，回收有效問卷754份。
資料分析結果獲得以下研究發現：1.家長的學習目標導向愈高，則學生的個我取向成就動機就愈強烈。2. 教師的學習目標導向與學生的個我取向成就動機並無顯著的正相關。3.家長的學習目標導向對於學生的個我取向成就動機之影響大於教師的學習目標導向對於學生的個我取向成就動機的影響。4.家長的表現目標導向愈高，則學生的社會取向成就動機就愈強烈。5.教師的表現目標導向與學生的社會取向成就動機並無顯著的正相關。6.家長的表現目標導向對於學生的社會取向成就動機之影響大於教師的表現目標導向對於學生的社會取向成就動機的影響。7.學生的個我取向成就動機愈強，則學習成效（常規表現、學業成績）也愈佳。8.學生的自我效能愈高，則其學習成效（常規表現、學業成績）會愈佳。9.學生的個我取向成就動機愈強烈，則其自我效能愈高。10.學生的個我取向成就動機會透過自我效能的中介，進而影響學習成效（常規表現、學業成績）。
文末針對研究結果進行討論，並探討其對於教育當局的管理實務意涵。

關鍵詞：成就動機；目標導向；自我效能；學習成效

關鍵字

成就動機；目標導向；自我效能；學習成效

並列摘要

The purpose of this study is to investigate if there is a significant effect between parents’ and teachers’ goal orientation and students’ achievement motivation; in addition, it discussed the relationship among students’ achievement motivation, self-efficacy, and learning performance (including daily behaviors and academic performance). Participants in this study were the students, parents, and teachers from seven national junior high schools in Taoyaun County. A questionnaire was completed by each participant, and there were 754 copies valid. Results showed ten suggestions:
(1) The more parents’ learning orientation was, the stronger students’
individual- oriented achievement motivation was.
(2)There was no significant positive correlation between teachers’ learning orientation and students’ individual-oriented achievement motivation.
(3) Parents’ learning orientation had more significant effect on students’ individual-oriented achievement motivation than teachers’ learning orientation did
（4）The more parents’ performance orientation was, the stronger students’ social-oriented achievement motivation was.
(5) There was no significant positive correlation between teachers’ performance orientation and students’ social-oriented achievement motivation.
(6) Parents’ performance orientation had more significant effect on students’ social-oriented achievement motivation than teachers’ performance orientation did.
(7) The stronger students’ individual-oriented achievement motivation is, the better their learning performance is.
(8) The higher students’ self-efficacy is, the better their learning performance is.
(9) The stronger students’ individual-oriented achievement motivation is, the higher their self-efficacy is.
(10) Students’ individual-oriented achievement motivation will affect their learning performance through the mediating effect.
This study focuses on the findings and gives managerial implications for the Ministry of Education (MOE) and educational institutions.

Keywords: achievement motivation, goal orientation, self-efficacy, learning performance

並列關鍵字

achievement motivation, goal orientation, self-efficacy, learning performance

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