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題名：雙因子理論對學生學習成就之影響--以學習態度作為中介變數
書刊名：商管科技季刊
作者：樊祖燁／潘博宇
作者(外文)：Fan, Tsu-yeh／Pan, Bo-yu
出版日期：2021
卷期：22:2
頁次：頁257-297
主題關鍵詞：雙因子理論；學習動機；學習成就；學習態度；Two-Factor theory；Learning motivation；Learning achievement；Learning attitude
原始連結：連回原系統網址new window
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學習動機是驅使學生學習的主要動力，亦可能影響其學習成就。因此對於一位教育者而言，如何提高學生的學習動機，以提升其學習成就便成為一項非常重要的議題。本研究從雙因子理論出發，將學習動機分為「激勵因子」與「保健因子」兩大因素，並以學習態度與學習成就的觀點探討三者間之關係。本研究以立意抽樣法進行抽樣，對曾參加全國性三創競賽的學生進行問卷調查。研究結果發現，學生在激勵因子與保健因子的影響下的確會產生不同的學習成就，學習態度在兩種不同因子的學習動機對學習成就之間都有產生中介效果。本研究也發現不同教育體制的「激勵因子」與「保健因子」對學習態度與學習成就的影響不同。因此教學者應該去思考如何針對不同學習動機的學生，使用不同的教學方式以達到「因材施教」之目的。
Learning motivation is the main type of motivation that affects student learning, and it may also affect their learning achievement. Therefore, it's important for an educator to look for a method to improve students' learning motivation in order to enhance their learning achievements. Based on the two-factor theory, this study determined learning motivation is consisted by two major factors, the motivation factor and hygiene factor. The Study explored the relationship among learning motivation, learning attitude and learning achievement. The study used purposive sampling method and a questionnaire survey were conducted on the students who had participated in a national ＂marketing plan＂ competition. The results of the study found that students do have different learning achievements under the influence of the motivation factor and hygiene factor, and learning attitudes have a mediating effect between the two learning motivation factors and learning achievements. Furthermore, this study found that the students' motivation factors and hygiene factors in different education systems have different effects on learning attitudes and achievements. Therefore, teachers should employ different teaching methods for students with different learning motivations to ensure that they are teaching in accordance with the students ' aptitude.
期刊論文
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12.Fennema, E.、Sherman, J. A.(1976)。Fennema-Sherman Mathematics Attitude Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males。Journal for Research in Mathematics Education，7(5)，324-326。  new window
13.Kizilgunes, B.、Tekkaya, C.、Sungur, S.(2009)。Modeling the relations among students' epistemological belief, motivations, learning approach, and achievement。The Journal of Educational Research，102(4)，243-255。  new window
14.吳靖國(20140200)。大學中的技職教育：培育學生的職涯發展能力。教育資料與研究，112，77-105。new window  延伸查詢new window
15.Churchill, G. A.、Peter, J. P.(1984)。Research design effects on the reliability of rating scales: A meta-analysis。Journal of Marketing Research，21(4)，360-375。  new window
16.李秀華(20051000)。國小書法欣賞教學對學生書法學習態度的影響。師大學報. 人文與社會科學類，50(2)，69-88。new window  延伸查詢new window
17.鄭耀嬋、何華國(20040700)。國小融合班學生學習態度及其相關因素之探討。國民教育研究學報，13，215-260。new window  延伸查詢new window
18.劉秀菊、丁原郁、鄭如安(20100900)。現實治療團體輔導方案對國小國語科學業低成就學生學習態度與學習成就輔導效果之研究。教育心理學報，42(1)，53-76。new window  延伸查詢new window
19.許孟蓉(20160700)。臺灣大學生日語學習動機與學習態度之研究--以輔仁大學非日語專攻學習者為對象。輔仁外語學報，13，107-137。new window  延伸查詢new window
20.彭綉婷、何黎明(20130800)。綜合高中商業服務學程與高職商業經營科學生之學習態度及學業成就分析--以南部地區為例。海洋休閒管理學刊，4，79-103。  延伸查詢new window
21.Amrai, K.、Motlagh, S. E.、Zalani, H. A.、Parhon, H.(2011)。The Relationship between Academic Motivation and Academic Achievement Students。Procedia: Social and Behavioral Sciences，15，399-402。  new window
22.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
23.Kaiser, Henry F.(1974)。An index of factorial simplicity。Psychometrika，39(1)，31-36。  new window
24.Brown, Ann L.、Campione, Joseph C.、Day, Jeanne D.(1981)。Learning to learn: On training students to learn from texts。Educational Researcher，10(2)，14-21。  new window
25.McCombs, Barbara L.(2000)。Reducing the achievement gap。Society，37(5)，29-36。  new window
26.Stipek, Deborah、Feiler, Rachelle、Daniels, Denise、Milburn, Sharon(1995)。Effects of different instructional approaches on young children's achievement and motivation。Child Development，66(1)，209-223。  new window
27.樊祖燁(20180900)。情境學習應用於行銷課程之教學方法研究--三創競賽獲獎方程式。商管科技季刊，19(3)，323-351。new window  延伸查詢new window
28.Covington, Martin V.(1984)。The self-worth theory of achievement motivation: Findings and implications。The Elementary School Journal，85(1)，4-20。  new window
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31.Ramnarain, U.(2015)。Connecting the hands-on to the minds-on: A video case analysis of south african physical sciences lessons for student thinking。Eurasia Journal of Mathematics, Science & Technology Education，11(5)，1151-1163。  new window
32.Katt, J.、Condly, S.(2009)。A preliminary study of classroom motivators and de-motivators from a motivation-hygiene perspective。Communication Education，58(2)，213-234。  new window
33.Kahoe, R. D.(1966)。Motivation-hygiene aspects of vocational indecision and college achievement。The Personnel and Guidance Journal，44(10)，1030-1036。  new window
34.Guey, C. C.、Cheng, Y. Y.、Shibata, S.(2010)。A triarchal instruction model: Integration of principles from behaviorism, cognitivism, and humanism。Procedia: Social and Behavioral Sciences，9，105-118。  new window
35.樊祖燁(20190900)。同儕師徒制應用於行銷學程之研究。商管科技季刊，20(3)，307-336。new window  延伸查詢new window
36.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
37.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology，25(1)，54-67。  new window
38.Baron, Reuben M.、Kenny, David A.(1986)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
39.Fornell, Claes、Larcker, David F.(1981)。Evaluating Structural Equation Models with Unobservable Variables and Measurement Error。Journal of Marketing Research，18(1)，39-50。  new window
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41.Berger, J. L.、Karabenick, S. A.(2011)。Motivational and Students, Use of Learning Strategies: Evidence of Unidirectional Effects in Mathematics Classrooms。Learning and Instruction，21(3)，416-428。  new window
會議論文
1.Domer, Dennis E.、Carswell, J. William、Spreckelmeyer, Kent F.(1983)。Understanding Educational Satisfaction。AIR 1983 Annual Forum Paper。The University of Kansas School of Architecture and Urban Design。  new window
學位論文
1.魏逸軒(2006)。鐵人三項競賽的成功歷程研究(碩士論文)。中國文化大學。  延伸查詢new window
圖書
1.俞洪亮、蔡義清、莊懿妃(2010)。商管研究資料分析：SPSS的應用。台北：華泰文化。  延伸查詢new window
2.Skinner, B. F.(1974)。About behaviorism。New York‭：Alfred A. Knopf。  new window
3.Marzano, R. J.(1992)。A different kind of classroom: Teaching with dimensions of learning。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
4.張春興(1999)。教育心理學。台北：東華。  延伸查詢new window
5.Mayer, R. E.(1987)。Educational Psychology: A cognitive approach。Little, Brown and Company。  new window
6.Sekaran, Uma(2003)。Research Methods for Business: a Skill Building Approach。John Wiley & Sons, Inc.。  new window
7.Hattie, J.、Anderman, E.(2013)。International guide to student achievement。New York：Routledge。  new window
8.Deci, Edward L.、Ryan, Richard M.(1985)。Intrinsic motivation and self-determination in human behavior。Plenum Press。  new window
9.Bruner, Jerome S.(1966)。Toward a theory of instruction。Harvard University Press。  new window
10.Kember, D.(2006)。Excellent University Teaching。The Chinese University of Hong Kong Press。  new window
11.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
12.Fishbein, Martin、Ajzen, Icek(1975)。Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research。Addison-Wesley Publishing Company。  new window
其他
1.(2020)。遠見全台大學評鑑出爐，台灣最佳大學誰當家，https://education.gvm.com.tw/rankings/2020/。  延伸查詢new window
圖書論文
1.陳偉瑀、黃素芬(2004)。不同學習成就學生在學習動機及學習策略之差異。大專體育學術專刊. 93年度。  延伸查詢new window
 
 
 
 
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