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題名:國中學生正向情緒、心理資本與學習動機之研究
作者:楊芳梅
作者(外文):Fang-Mei Yang
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:林進材
學位類別:博士
出版日期:2015
主題關鍵詞:正向情緒心理資本學習動機positive emotionspsychological capitallearning motivation
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國中學生正向情緒、心理資本與學習動機之研究
摘 要
本研究旨在探討國中生的正向情緒、心理資本與學習動機之關係。受試者為大臺中市公立國中學生,有效樣本為738人。本研究採問卷調查法,測量工具包含正向情緒量表、心理資本量表和學習動機量表等。問卷採用專家效度編制預試量表,再採用統計軟體將信、效度過低的題目剔除,編制正式量表,研究使用資料分析方法包含描述性統計、T考驗、變異數分析、因素分析、相關分析、迴歸分析及結構方程式模型。
本研究的結論如下:
1. 國中生的正向情緒、心理資本和學習動機都會因為家庭社經地位不同而有所差異。而心理資本還會因為年級不同而有所差異。
2. 國中生的正向情緒、心理資本與學習動機均呈現中度正相關。
3. 國中生的正向情緒和心理資本,都有助於提高學習動機;且正向情緒越多者,其心理資本越好。
4. 心理資本是國中生正向情緒對學習動機影響的中介變項。
5. 國中生正向情緒、心理資本與學習動機之結構方程模式具有良好的適配度,亦即正向情緒對學習動機有正向影響,心理資本對學習動機也有正向影響,且正向情緒會透過心理資本去影響學習動機。
The Study of the Relationship among Positive Emotions, Psychological Capital and Learning Motivation of Junior High School Students
Abstract
The study aimed to explore the relationship among junior high school students’positive emotions, psychological capital, and learning motivation. The students of Taichung public junior high schools were taken as subjects, and 738 samples were valid. Questionnaire was adopted as the research method, and the Positive Emotion Scale, Psychological capital Scale, and Learning Motivation Scale were used as mearsuring instruments. The preexamine were designed under the expertise validity, and the items with unacceptable validity or reliability were eliminated to refine the formal scales. Descriptive statistics, t-test, analysis of variance (ANOVA), factor analysis, correlation analysis, linear regression and structural equation models were adopted to analyze the data. The main findings were as follows:
1. The positive emotions, psychological capital, and learning motivation of junior high school students were varied due to their family social-economic status. And the average psychological capital differed among the 7th, 8th, and 9th graders.
2. The correlation among positive emotions, psychological capital, and learning motivation of junior high school students was positive with the medium significant level.
3. The positive emotions and the psychological capital were with the significant prediction to the learning motivation.
4. The positive emotions and psychological capital of junior high school students were supportive to their learning motivation. Besides, the positive emotions and the psychological capital were positive correlated.
5. The structural equation model of the junior high school students’ positive emotions, psychological capital and learning motivation was with good fit; that is, positive emotions and the psychological capital would affect the learning motivation positively, and the positive emotions would influence the learning motivation with the intervetion of the psychological capital.
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