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題名:臺灣與大陸都會區大學校院碩士生能力信念、學習衝突與學習動機調整策略之相關研究
作者:林樹全
作者(外文):Lin, Shu-Chuan
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:陳繁興
學位類別:博士
出版日期:2014
主題關鍵詞:臺灣與大陸都會區大學校院碩士生能力信念學習衝突學習動機調整策略Master Degree Program Student in Urban Universities of Taiwan and ChinaAbility BeliefsLearning ConflictLearning Motivational Regulation Strategies
原始連結:連回原系統網址new window
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本研究旨在瞭解臺灣與大陸都會區大學校院碩士生能力信念、學習衝突與學習動機調整策略之現況、差異及其關係。研究之初先蒐集國內外相關研究文獻,並以深度訪談及專家審查意見建構問卷內涵。繼之以問卷調查方法蒐集樣本資料,共發出3,933份問卷,有效問卷3,358份,有效回收率85.38%。經採用SPSS20.0套裝軟體以描述性統計、單一樣本t考驗、多變量平均數檢定、單因子多變量變異數分析和典型相關分析等統計方法考驗各項假設。
經由統計分析結果,本研究獲致主要結論如下:
一、臺灣都會區大學校院碩士生為高能力信念,大陸都會區大學校院碩士生為中等能力信念,臺灣與大陸都會區大學校院碩士生皆為低學習衝突與中等學習動機調整策略。
二、臺灣都會區大學校院碩士生能力信念因性別、學院別、婚姻別之不同而有差異;大陸都會區大學校院碩士生之能力信念因學院別及婚姻別不同而有差異。
三、大陸都會區大學校院碩士生學習衝突因學院別及婚姻別不同而有差異。
四、臺灣都會區大學校院碩士生學習動機調整策略因性別與學院別不同而有差異;大陸都會區大學校院碩士生學習動機調整策略因學院別及婚姻別不同而有差異。
五、臺灣與大陸都會區大學校院碩士生能力信念、學習衝突與學習動機調整策略因地區不同而有差異。
六、臺灣與大陸都會區大學校院碩士生學習衝突及學習動機調整策略因能力信念不同而有差異。
七、臺灣與大陸都會區大學校院碩士生在「學習衝突與學習動機調整策略」及「能力信念與學習衝突」皆呈現負相關,「能力信念與學習動機調整策略」皆呈現正相關。
This study was aimed to understand the current conditions, the effects of different background, and the relationship among Ability Beliefs (AB), Learning Conflict (LC) and Learning Motivational Regulation Strategies (LMRS) for Master Degree program student in Urban Universities of Taiwan and China. First of all, this study was implemented by reviewing related literatures and researches. The depth interview and the expert review investigate were constructed the connotation of questionnaires. Then, the research data was collected by questionnaires investigation, 3,933 samples were collected in Taiwan and China, and 3,358 valid samples were returned (response rate of 85.38%). The acquired data was analyzed with statistical methods of descriptive statistics, independent sample t-test, multivariate analysis of variance (MANOVA), and canonical correlation analysis. According to the analytical result, I was concluded that as follow:
1. Taiwan’s Master Degree Program Student had high-AB and China’s Master Degree Program Student had medium-AB. There are low-LC and medium-LMRS in Taiwan’s and China’s Master Degree Program Student.
2. In Taiwan , the effects of gender, college, and marriage differences on AB were statistically significant. In China, the effects of gender and marriage differences on AB were statistically significant.
3. In China, the effects of college and marriage differences on LC were statistically significant.
4. In Taiwan, the effects of gender and college differences on LMRS were statistically significant. In China, the effects of college and marriage differences on LMRS were statistically significant.
5. In Taiwan and China, the effects differences of area on AB, LC and LMRS were statistically significant.
6. In Taiwan and China, the effects differences of AB on LC and LMRS were statistically significant.
7. In Taiwan and China, the relationships of LC and LMRS, AB and LC were demonstrated to be negative canonical correlation, the relationships of AB and LMRS were demonstrated to be positive canonical correlation.
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