國小學生學習動機成分之分析及其對學習行為之影響

劉政宏; 張景緩; 許鼎延; 張瓊文

doi:10.6251/BEP.20051117

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P173 - 196

Social Sciences > Psychology
Social Sciences > Education

DOI： 10.6251/BEP

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國小學生學習動機成分之分析及其對學習行為之影響

Analysis of the Components of Primary School Students' Learning Motivation and the Effects on Learning Behavior

劉政宏(Cheng-Hong Liu) ；張景緩(Ching-Yuan Chang) ；許鼎延(Ting-Yen Hsu) ；張瓊文(Chiung-Wen Chang)

教育心理學報； 37卷2期 (2005 / 12 / 01) ， P173 - 196

繁體中文 DOI： 10.6251/BEP.20051117

情感學習動機；預期學習動機；價值學習動機；學習行為；學習動機； affect component of learning motivation ； expectation component of learning motivation ； learning behavior ； learning motivation ； value component of learning motivation.

Abstract │ Reference (71) │ Times Cited (51) │ Altmetrics

Abstract 〈TOP〉

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The purposes of this study were: (1) to construct the Primary School Learning Motivation Scale and divided the learning motivation into components of value, expectation, and affect; (2) to explore the effects of value, expectation, and affect components of learning motivation on primary school students' learning behavior; (3) to discover the distribution status of the primary school students' value, expectation, and affect components of learning motivation. Participants of this study were 576 sixth-grade students in Taiwan. The research instruments employed were Primary School Learning Motivation Scale and Primary School Learning Behavior Scale. Data collected were analyzed with exploratory and confirmatory factor analysis, multiple regression analysis, and descriptive statistics. Results of this study were as following: (1) both the theories and theories supported that primary school students' learning motivation consisted of value, expectation, and affect components; (2) all components of learning motivation significantly predicted students' learning behavior, and affect component showed a better predictor; (3) for value and expectation components of learning motivation, most primary school students tended to be positive, but only about a half of the students showed positive tendency for affect component of learning motivation. Finally, based on the research findings, possible implications for educators and suggestions for future research are provided by the researchers.

Reference ( 71 ) 〈TOP〉

程炳林(2001)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構與驗證。師大學報：教育類，46(1)，67-92。
連結：
程炳林(2000)。認知/意動成分與學習表現之相關研究。師大學報：教育類，45(1)，43-59。
連結：
程炳林、林清山(2001)。中學生自我調整學習量表之建構及其信、效度研究。測驗年刊，48(1)，1-41。
連結：
程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-60。
連結：
Atkinson, J. W.(1964).An introduction to motivation.rinceton, NJ:Van Nostrand.

Times Cited ( 51 ) 〈TOP〉

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