學習動機與學習策略對動態學習成效之影響__臺灣人文及社會科學引文索引資料庫

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題名：	學習動機與學習策略對動態學習成效之影響
作者：	巫俊采
作者(外文)：	Chun-Tsai Wu
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：	張紹勳
學位類別：	博士
出版日期：	2012
主題關鍵詞：	學習動機；學習策略；學習成效；潛在成長模式；learning motivation；learning strategy；learning effectiveness；latent growth curve modeling (LGM)
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:150

面對少子女化的衝擊，學校必需提昇教育品質來增加競爭力，學生的學習成效一直是關注的焦點。而學習動機與學習策略被視為影響學習成效之關鍵因素。但對於學習動機、學習策略與學習成效間的因果關係及動態影響情形則較少進行整體的探討。本研究以嶺東科大數位媒體設計系二年級學生為研究樣本，針對60個有效固定研究樣本之四次學習動機與作業成績，以潛在成長曲線模式(Latent Growth Curve Modeling, LGM)為研究方法，分析學習動機、學習策略與學習成效的動態因果關係。以「動機參與量表」(Motivation and Engagement Scale – University/College, MES-UC)測量學習動機，教學札記觀察記錄學習策略，多媒體互動作品評量學習成效。研究結果發現：1.學習成效非單一直線效果，會隨著時間而變動，學習成效初始狀態與成長速率具負向關係。2.適應性動機引發適應性與不適應性參與，三者成長趨勢一致。3.焦慮、不參與及計畫隨時間皆有上升的趨勢。4.學習動機因素對學習成效初始狀態及成長速率有不同的影響。5.不同學習策略具相同成長趨勢僅變化幅度有所差異。對教學實務的建議：1. 教師應採取形成性評量，更能呈現真實的學習成效。2.教師引發學習動機之外，更需追蹤學習行為有效監控。3.教師應減緩學習者不適應動機，加強適應性參與。4.教師可善用學習動機因素特性，促進學生達到有效學習。5.學習評量具體考量認知、情意與技能三部份，並給予時間彈性，可增進深度學習。對後續研究的建議則有1.增加研究樣本數及課程屬性。2.進一步探討「動機參與量表」之適用性。3.以多種角度探討學習動機之其他變數。

以文找文

Faced with the impact of low birth rate, universities must raise their teaching quality in order to be competitive for recruiting students. Learning effectiveness thus becomes the focus. Learning motivation and strategy are assumed to be the major factors of influences on learning effectiveness. However, an integrated research of the causal relationship among learning motivation and strategy, learning effectiveness, and the dynamic effective condition is rarely established. This study is based on collected samples of digital design sophomores of Ling Tung University, including 60 effective fixed samples and their four time learning motivations and project grades. The methodology of Latent Growth Curve Modeling (LGM) is to analyze dynamic causal relationship of learning motivations and strategy. In addition, Motivation and Engagement Scale – University/College, MES-UC is used to measure learning motivation, teaching notes to observe and record learning strategy, and interactive multimedia products to evaluate the learning effectiveness.
The results of this research are: 1. learning effectiveness is not direct linear effects but changes over time; 2. Adaptive motivation lead to adaptive engagement and maladaptive engagement and their growth trends consistent; 3. Anxiety, disengagement, and planning increase over time; 4. Learning motivation influence differently on the initiative learning and growth rate; 5 Various learning strategies contain similar growth trends only with different changing rate.
The recommendations are: 1. Teachers should adopt formative assessment to realize the true learning effectiveness; 2. the teachers should motivate the learning and follow up the learning behaviors so as to supervise effectively; 3. The teachers should decrease the maladaptive motivations and reinforce adaptive engagement; 4. The teachers should make a good use of the features of learning motivations to advance students’ effective learning; 5. The evaluation should be considered specifically with cognition, emotion, and skills and also allow flexible time range, which can advance deep learning.
For the future studies include: 1. expanding the sample numbers and learning subjects; 2. exploring the adaptiveness of the Motivation and Engagement Scale; 3. probing various studies of learning motivations and variables.

以文找文

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