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題名：課室支持與高職學生學業涉入相關因素徑路模式之檢驗
書刊名：測驗統計年刊
作者：林啟超
作者(外文)：Lin, Chi-chau
出版日期：2011
卷期：19(上)
頁次：頁33-55
主題關鍵詞：課室支持；心理需求；自主動機；學業涉入；Classroom support；Psychological need；Autonomous motivation；Academic engagement
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:235
  • 點閱點閱:74
摘要 本研究綜合理論文獻建構一個影響高職學生對學業涉入的理論模式，並探討 理論模式內潛在變項間的相互影響。以結構方程模式檢驗理論模式和觀察資料的 適配度。受試者以630 位私立高職學生進行問卷調查，研究工具包含課室支持量 表、心理需求量表、自主動機量表及學業涉入量表等。研究結果發現：高職學生 的學業涉入模式和觀察資料大致適配；課室支持對心理需求有直接效果，但對自 主動機並無直接效果；課室支持透過心理需求及自主動機對學業涉入有顯著的間 接效果；心理需求對自主動機與學業涉入皆有顯著的直接效果；心理需求亦會透 過自主動機對學業涉入有顯著的間接效果；自主動機對學業涉入有顯著的直接效 果。本研究根據上述研究結果進行討論，並提出對未來研究之建議。
Abstract This study constructed a structural a causal relationship among classroom support, psychological need, and autonomous motivation on academic engagement for vocational high school students. Structure equation modeling was used to investigate the model. The participants were 630 students from privately vocational high schools in Taichung and Changhua. A self-report measuring perception of the students’ classroom support, psychological need, and autonomous motivation, and academic engagement was administered. The results of this study showed: the theoretical model fit the observed well; classroom support had a significant direct effect on psychological need, but had no significant direct effect on autonomy motivation ; classroom support had significant indirect effects on autonomy motivation and academic engagement; psychological need had significant direct effects on both autonomy motivation and academic engagement; psychological need had a significant indirect effect on academic engagement; and autonomy motivation had a significant direct effect on the academic engagement. Implications for education and future were discussed.
期刊論文
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5.Hardre, P. L.、Reeve, J.(2003)。A motivational model of rural students' intentions to persist in versus drop out of high school。Journal of Educational Psychology，95(2)，347-356。  new window
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19.Grolnick, W. S.、Ryan, R. M.(1987)。Autonomy in children's learning: An experimental and individual difference investigation。Journal of Personality and Social Psychology，52(5)，890-898。  new window
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21.Williams, G. C.、Deci, E. L.(1996)。Internalization of biopsychosocial values by medical students: A test of self-determination theory。Journal of Personality and Social Psychology，70，767-779。  new window
22.Miserandino, M.(1996)。Children who do well in school: Individual difference in perceived competence and autonomy in above-average children。Journal of Educational Psychology，88，203-214。  new window
23.林啟超、謝智玲(20011200)。高職學生之目標取向對學習策略與學習成就之關係研究。測驗統計年刊，9，131-168。new window  延伸查詢new window
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27.施淑慎(20080600)。學習情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究，31(2)，1-26。new window  延伸查詢new window
28.施淑慎(2006)。教室目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用。教育與心理研究，29(3)，517-546。new window  延伸查詢new window
29.Deci, Edward L.、Ryan, Richard M.(1985)。The general causality orientations scale: Self-determination in personality。Journal of Research in Personality，19(2)，109-134。  new window
30.程炳林、林清山(20010100)。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。new window  延伸查詢new window
31.程炳林(20020400)。多重目標導向、動機問題與調整策略之交互作用。師大學報. 教育類，47(1)，39-58。new window  延伸查詢new window
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35.程小蘋(1995)。淺談對高職學生之輔導策略。職教園地，3，20-22。  延伸查詢new window
36.黃必嶸(1995)。高職生的互動關係。職教園地，1，40-42。  延伸查詢new window
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38.劉佩雲(2009)。目標導向與趨向或逃避行為之關係探討。課程與教學季刊，12(3)，213-240。new window  延伸查詢new window
39.Assor, A.、Kaplan, H.、Roth, G.(2002)。Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students' engagement in schoolwork。British Journal of Educational Psychology，72，261-278。  new window
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42.Ommundsen, Y.、Kvalo, S. E.(2007)。Autonomy-mastery, supportive or performance focused? Different teacher behaviours and pupils' outcomes in physical education。Scandinavian Journal of Educational Research，51，385-413。  new window
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46.Sheldon, K. M.、Ryan, R. M.、Deci, E. L.、Kasser, T.(2004)。The independent effects of goal contents and motives on well-being: It's both what you pursue and why you pursue it。Personality and Social Psychology Bulletin，30，475-486。  new window
47.Skinner, E. A.、Belmont, M. J.(1993)。Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement。Journal of Educational Psychology，85(4)，571-581。  new window
48.Vallerand, R. J.、Miquelon, P.(2007)。A motivational model of persistence in science education: A self-determination theory approach。European Journal of Psychology of Education，12，351-369。  new window
49.Vansteenkiste, M.、Lens, W.、De Witte, S.、De Witte, H.、Deci, E. L.(2004)。The 'why' and 'why not' of a job search behavior: Their relation to searching, unemployment experience and well-being。European Journal of Social Psychology，34，345-363。  new window
會議論文
1.Deci, E. L.、Ryan, R. M.(1991)。A motivational approach to self: Integration in personality。Lincoln, NE：University of Nebraska Press。237-288。  new window
研究報告
1.Pintrich, Paul R.、Smith, D. A. F.、Garcia, T.、McKeachie, Wilbert J.(1991)。A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, MI：University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning。  new window
學位論文
1.侯玫如(2002)。多重目標導向對國中生認知、動機、情感與學習行為之影響(碩士論文)。國立成功大學，臺南市。  延伸查詢new window
2.簡嘉菱(2009)。自我決定動機與學業情緒模式之探討(碩士論文)。國立成功大學。  延伸查詢new window
3.Wellborn, J. G.(1991)。Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain。University of Rochester，New York。  new window
圖書
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3.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
4.deCharms, R. C.(1968)。Personal causation: The internal affective determination of behavior。New York, NY：Academic Press。  new window
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6.吳明隆(2007)。結構方程模式：AMOS的操作與應用。臺北：五南。  延伸查詢new window
7.Heider, Fritz(1958)。The Psychology of Interpersonal Relations。John Wiley & Sons, Inc.。  new window
8.Deci, Edward L.、Ryan, Richard M.(2002)。Handbook of self-determination research。University of Rochester Press。  new window
9.邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。  延伸查詢new window
10.陳正昌、程炳林、陳新豐、劉子健(2008)。多變量分析方法--統計軟體應用。五南。  延伸查詢new window
11.Brickman, S. J.、Miller, R. B.(2001)。The impact of sociocultural context on future goal and self-regulation。Research on sociocultural influences on motivation and learning \\ D. M. Mclnerney ; S. Van Etten (Eds.)。Greenwich, CT。  new window
12.Connell, J. P.、Wellborn, J. G.(1990)。Competence, autonomy and relatendnesws: A motivation al analysis of self-system processes。The Minnesota symposium on child psychology \\ M. R. Gunnar ; L.A. Sroufe (Eds.)。Hillsdale, NJ。  new window
13.Creten, H.、Lens, W.、Simons, J.(2001)。The role of perceive instrumentality in student motivation。Trends and prospects in motivation research \\ A. Efklides ; J. Kuhl ; R. Sorrentiono (Eds.)。Netherland。  new window
其他
1.Um, E. K.，Corter, J.，Tatsuoka, K.(2005)。Motivation, autonomy support, and mathematics performance: A structural equation analysis，http://cms.tc.columbia.edu/i/a1996_NCME2005-eunkyoung.pdf， 2009/04/06。  new window
圖書論文
1.Markus, H. R.、Kitayama, S. K.(2003)。Models of agency: Sociocultural diversity in the construction of action。Cross-cultural differences in perspectives on the self。Lincoln, NE：University of Nebraska Press。  new window
2.Reeve, J.(2002)。Self-determination theory applied to educational settings。Handbook of self-determination research。Rochester, New York：The University of Rochester Press。  new window
 
 
 
 
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