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題名：國小高年級學生的學習適應與學習動機關係之試探性研究--以新竹市一所國小為例
書刊名：清華教育學報
作者：張芳慈／陳淑瑜 引用關係
作者(外文)：Chang, Fang-tsyr／Chen, Shu-yu
出版日期：2017
卷期：34:1
頁次：頁105-161
主題關鍵詞：國小高年級學生；學習適應；學習動機；Elementary school senior students；Learning adjustment；Learning motivation
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:181
  • 點閱點閱:17
本研究旨在了解國小高年級學生，學習適應與學習動機的情形及不同背景變項之差異，並探討二者之間的關聯。研究採問卷調查方式，以新竹市一國民小學五、六年級學生為研究對象，共349人，以獨立樣本t 考驗、單因子變異數分析及皮爾遜積差相關分析等方法分析學生在二量表（學習適應量表和學習動機量表）中的填答結果。研究結論如下：一、受試學生的學習適應和學習動機表現尚屬良好，以「學習環境」和「控制信念」得分最高，「學習方法」和「期望成功」得分最低；二、女生在學習適應和學習動機上顯著優於男生；三、六年級學生的學習動機表現顯著優於五年級學生，但在學習適應上則無顯著差異；四、家庭社經地位高的學生，學習適應和學習動機優於家庭社經地位低的學生；五、學生的學習適應和學習動機之間具有顯著正相關，男生高於女生，六年級學生高於五年級學生；六、「學習方法」和學生學習動機的相關性較大。而「內在目標導向」、「工作價值」、「控制信念」、「自我效能」及「期望成功」與學生的學習適應較有關聯。
The objectives of this study were to examine the current state of senior elementary school students’ learning adjustment and learning motivation, to identify the differences in learning adjustment and learning motivation resulting from differences in background, and to explore the correlation between learning adjustment and learning motivation. A total of 349 fifth-and sixth-grade students at a Hsinchu City elementary school were surveyed using a questionnaire. Results were analyzed using statistical methods, including the independent t test, 1-way ANOVA, and Pearson product-moment correlation. The main results are summarized as follows: (a) The students had a good state of learning adjustment and learning motivation, performing the highest in the learning environment and control of beliefs aspects but the lowest in the learning method and expectancy for success aspects. (b) Significant differences were evident between genders. Girls had better learning adjustment and learning motivation than boys. (c) Although no significant difference in learning adjustment was observed between grades, the sixth-grade students' control of beliefs, self-efficacy, expectancy for success, and general learning motivation were superior to those of the fifth-grade school students. (d) Significant differences existed between socioeconomic statuses (SESs) in learning adjustment and learning motivation. Students with a higher SES performed higher than those with a lower SES. (e) A positive correlation existed between general learning adjustment and general learning motivation. This correlation was higher in boys than in girls and higher in the sixth-grade students than in the fifth grade students. (f) The learning methods factor had the strongest correlation with learning motivation, whereas intrinsic goal orientation, task value, control of beliefs, self-efficacy, and expectancy for success had strong correlations with learning adjustment.
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15.Schunk, Dale H.(2012)。Learning theories: An educational perspective。Pearson Education。  new window
16.張春興(2007)。教育心理學：三化取向的理論與實踐。東華。  延伸查詢new window
17.邱皓政(2010)。量化研究與統計分析：SPSS（PASW）資料分析範例。台北市：五南。  延伸查詢new window
18.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College：Addison Wesley Longman。  new window
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1.Good, T. L.、Brophy, J. E.(1989)。Teaching the lesson。School and classroom organization。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Knapp, M. S.、Woolverton, S.(1995)。Social class and schooling。Handbook of research on multicultural education。New York, NY：Simon & Schuster Macmillan。  new window
3.Persell, C. H.(1997)。Social class and educational equality。Multicultural education: Issues and perspectives。Allyn & Bacon。  new window
4.Eccles, J. S.、Wigfield, A.(1985)。Teacher expectations and student motivation。Teacher expectancies。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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