Title

國中科技教育運用Teresa M. Amabile工作動機原則與自我效能激發策略之研究

Translated Titles

A Study Applying Teresa M. Amabile's Task Motivation Principles and Self-Efficacy Improvement Strategies in Middle School Technology Education

DOI

10.7044/NHCUEA.200812.0129

Authors

李堅萍(Zen-Pin Lee);游光昭(Kuang-Chao Yu);朱益賢(Yih-Hsien Chu)

Key Words

科技教育 ; 工作動機 ; 自我效能 ; technology education ; task motivation ; self-efficacy

PublicationName

新竹教育大學教育學報

Volume or Term/Year and Month of Publication

25卷2期(2008 / 12 / 01)

Page #

129 - 159

Content Language

繁體中文

Chinese Abstract

經相關研究結果顯示,美國Teresa M. Amabile所倡之工作動機原則與自我效能激發策略分別能提昇創造力及技能學習成效,但是否有「橘越淮而爲枳」的效應?其應用在臺灣的情形如何?本研究採用觀察法,以探討國二31名學生對Amabile的9項工作動機原則與13種自我效能激發策略的反應。研究結果顯示:國中生對Amabile工作動機原則之示範操作程序、提供選擇空間、建設性的好評及定義優秀案例等4項原則反應熱烈,對其他5項原則反應平平;對自我效能激發策略之灌輸成功經驗、參與公眾互動、親自動手實習、技術進階精煉、自我審視評估、落實正向互動及給予外在回饋等7種策略反應熱切,對其他策略則反應平平、抗拒或兩極化。

English Abstract

Previous studies have demonstrated Teresa M. Amabile's task motivation principles increase creativity and self-efficacy improvement strategies raise practical skills in learning. This research provided an in-depth study by observing 31 middle school students' perceptions for nine principles and 13 strategies. The findings revealed positive perceptions only exist in four of Amabile's principles, which were skill demonstration, alternative tasks, positive commentaries, and definition of excellent cases. At the same time, indifferent perceptions only exist in creative samples, and living experiences and questions. On the other hand, there were positive perceptions of 7 self-efficacy improvement strategies, which were introducing successful experiences, public reactions, hands on, advanced tutoring, self-reservation, positive reactions, and external feedbacks. However, it did not reach an acceptable level of significance for two self-efficacy improvement strategies: enactive mastery and peer arrangement. In addition, students had negative perceptions for three self-efficacy improvement strategies, which were explicit strategy instruction, verbal persuasion, and guided errors. These findings should strengthen the delivery of technology education to students in middle school level in the areas of promoting creativity, self-efficacy, and practical skill learning.

Topic Category 社會科學 > 教育學
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