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題名:技職校院學生選修創意課程之學習策略、創意自我效能、創新行為及創意學習成效關係之研究
作者:鄭釗仁 引用關係
作者(外文):Chao-Jen Cheng
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:莊智鋒
許世卿
學位類別:博士
出版日期:2011
主題關鍵詞:學習策略創意自我效能創新行為創意學習成效learning strategiescreative self-efficacycreative behaviorcreative learning effectiveness
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(3) 專書(0) 專書論文(0)
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本研究的目的在探討我國技職院校選修創意課程的學生學習策略、創意自我效能、創新行為及創意學習成效之關係,並探討學習策略透過創新行為對學生創意學習成效之中介影響與創意自我效能對學習策略與創意學習的干擾作用。
本研究調查範圍涵蓋台灣北部、中部和南部地區,總共發出630份,有效回收問卷524份,有效回收率83.17%。研究工具包括「學習策略量表」、「創意自我效能量表」、「創新行為量表」及「創意學習成效量表」四部份。調查資料採用描述性統計、t考驗、相關分析、單因子變異數分析、多變量變異數分析、結構方程式AMOS等推論統計方法,將資料予以分析處理。
綜合研究結果,將研究發現與建議分述如下:
一、研究發現
1. 選修創意課程學生在學習策略各個構面的得分以「演練策略」最高,以「後設認知策略」最低。在創意自我效能各個構面的得分以「創意成品信念」最高,以「抗衡外在負面評價信念」最低。在創意認知學習成效各個構面的得分以「變通力」最高,以「敏覺力」最低。在創意情意學習成效各個構面的得分以「想像力」最高,以「冒險性」最低。
2. 部分背景變項在學習策略、創意自我效能、創新行為及創意學習成效有顯著差異。
3. 學習策略、創意自我效能、創新行為及創意學習成效成正相關。
4. 學習策略透過創新行為中介變項對學生創意學習成效具有部份中介效果。
5. 創意自我效能對學習策略與創意學習成效沒有造成干擾作用。
二、建議
1. 技職校院宜鼓勵學生多多參與校內、校外以及國際的創意相關競賽。
2. 技職校院宜仿效國外學校規劃創意學習空間,提供學生創意發想學習氛圍。
3. 指導學生善用學習策略,提昇學生創意學習成效。
4. 引導學生創新思考,改善學生解決問題的能力。
The purpose of this research was to investigate the relationship among learning strategies, creative self-efficacy, creative behavior and creative learning effectiveness of the students taking creative courses in Technological Universities, and to explore learning strategies impact on creative learning effectiveness through the mediating effect of creative behavior and the moderating effect of creative self-efficacy.
The population was composed of northern, central and southern Taiwan. A total of 630 samples were drawn from the population. There were 524 questionnaires collected with a valid return rate of 83.17%. The research tools included learning strategy inventory, creative self-efficacy inventory, creative behavior inventory and creative learning effectiveness inventory. The research hypotheses were tested by means of descriptive statistics, t-test, correlation analysis, one-way ANOVA, MANOVA, and Structural Equation Modeling-AMOS.
Based on the results of research, the findings and recommendations were listed as follows:
1. The findings
(1) From the students taking creative courses, the score of drill strategies belief on learning strategies is the highest, but meta-cognitive strategies is the lowest. The score of creative thinking strategies belief on creative project belief is the highest, but tolerance towards negative critique is the lowest. The score of flexibility on creative cognitive learning effectiveness is the highest, but sensitivity is the lowest. The score of imaginative capability on creative affection learning effectiveness is the highest, while adventure is the lowest.
(2) Several background variables revealed differences on learning strategies, creative self-efficacy, creative behavior and creative learning effectiveness.
(3) Learning strategies, creative self-efficacy, creative behavior, and creative learning effectiveness were positively related.
(4) Learning strategies had impacts on creative learning effectiveness through the partially mediating effect of creative behavior.
(5) Learning strategies had impacts on creative learning effectiveness without moderating effect of creative self-efficacy.
2. Recommendations
Technological institutions are suggested to
(1) Encourage students to participate in school, outside school and international creative competition;
(2) Emulate foreign school planning creative learning space, and provide students with creative thinking learning environment;
(3) Guide students to use learning strategies; and enhance students ‘creative learning effectiveness;
(4) Guide students creative thinking, and improve students’ problem-solving abilities.
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