桃園縣國民小學學生英語學習動機、滿意度與學習成就關係之研究-以桃園縣英語村為例

A study on Relationships among Taoyuan Elementary School Students' Learning Motivation, Learning Satisfaction and Learning Achievement: Taoyuan English Village as an example

廖婉伶(Wan-Ling Liao)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/cycu201300476

摘要

桃園縣國民小學學生英語學習動機、滿意度與學習成就關係之研究-以桃園縣英語村為例

摘 要

本研究旨在探討桃園縣國民小學學生英語學習動機、學習滿意度與學習成就之現況，並分析不同背景變項之差異、相關、預測情形與中介效果。以桃園縣公立國民小學高年級學生為研究母群，分層隨機抽取14所學校，共840位學生為研究樣本，以「國民小學學生學習動機問卷」、「英語村英語學習滿意度問卷」與「國民小學學生成就問卷」為研究工具實施調查研究，問卷回收783份，有效問卷753份，可用率為96.1%。問卷回收以描述性統計、 -test、單因子變異數分析、皮爾森積差相關、多元迴歸與結構方程式等統計方法進行資料分析。
本研究結果歸納如下：
一、桃園縣國民小學學生學習動機各構面以「情感層面」最高，「價值層面」最低；學習滿意度各構面以「學習環境」最高，「課程設計」最低；學習成就各構面以「技能能力」最高，「認知能力」最低。
二、不同性別、英語學習年資、英語複習時數、有無校外補習與家庭社經地位之學生，其學習動機知覺有所差異。
三、不同性別、英語複習時數、有無校外補習與家庭社經地位之學生，其學習滿意度知覺有所差異。
四、不同性別、英語學習年資、英語複習時數、有無校外補習與家庭社經地位之學生，其學習成就知覺有所差異。
五、「學生學習動機」、「學生學習滿意度」與「學生學習成就」之間，呈顯著正相關。
六、學生學習動機量表中以「情感層面」對於整體學生學習成就最具預測效果。
七、「學生學習滿意度」對「學生學習動機」與「學生學習成就」具中介效果。

關鍵字

學習滿意度 ； 學習動機 ； 英語村 ； 學習成就

並列摘要

A study on Relationships among Taoyuan Elementary School Students’ Learning Motivation, Learning Satisfaction and Learning Achievement: Taoyuan English Village as an example
Abstract
This study investigates the current situation, different background variables effecting, forecast and relationships of students learning motivation, learning satisfaction, and learning achievement in English among the elementary schools’ students in Taoyuan County. According to learning motivation, learning satisfaction, and learning achievement, we used stratified random sampling of 840 students from 14 schools in Taoyuan Couty, and received back 753 valid ones after the elimination of 30 invalid ones. The valid response rate is 96.1%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation and SEM etc. The conclusions are as
follows:
1. The highest aspect of learning motivation is emotion aspect,and the lowest one is value. The highest aspect of learning satisfication is learning environment, and the lowest one is design courses. The highest aspect of learning achievement is skill ability, and the lowest one is cognition ability.
2. Students who have different gender, English learning years, attend the cram school and parental socioeconomic status are differ in learning motivation.
3. Students who have different gender, daily English learning hours, attend the cram school and parental socioeconomic status are differ in learning satisfaction.
4. Students who have different gender, English learning years, daily English learning hours, attend the cram school and parental socioeconomic status are differ in learning achievement.
5. There are positive correlation among students learning motivation, learning satisfaction and learning achievement.
6. The best forecasting of the dimensions of students learning motivation is “the aspect of emotion”.
7. Students learning satisfaction is a moderate variable between some dimensions of learning motivation and learning achievement.

並列關鍵字

learning satisfaction ； learning achievement ； learning motivation ； English village

參考文獻

林己文 (2009)。國中學生自我概念、學習動機與學習表現之研究—以苗栗縣公

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