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題名：大學生選課自主性動機與學習投入之關係
書刊名：教育科學研究期刊
作者：李宜玫 引用關係／孫頌賢 引用關係
作者(外文)：Lee, Yi-mei／Sun, Sung-hsien
出版日期：2010
卷期：55:1
頁次：頁155-182
主題關鍵詞：交叉延宕分析；自主性動機；自我決定理論；學習投入；Cross-lagged panel analysis；Autonomous motivation；Self-determination theory；Learning engagement
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(22) 博士論文(8) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:22
  • 共同引用共同引用:349
  • 點閱點閱:200
摘要： 本研究目的在檢視大學生選課動機對於學習投入的影響效果，凸顯自主性動機對於學習投入的積極效應與交互影響效果。以臺灣高等教育資料庫的問卷題項為基礎，先以九十四學年度（n＝24,581）大三學生選課動機檢驗大學生學習投入模式的適配度，進而分析比較外在資訊與自主性動機對學習投入的影響效果。此外，透過縱貫資料的交叉延宕分析，以九十二學年度的大一學生持續追蹤至九十四學年度的大三學生為受試對象（n ＝18,387），分別探討自主性動機與外在資訊動機對於學習投入時間是否展現交互影響的效果。研究結果顯示：一、本研究之大學生學習投入模式與實證資料之間具良好的適配度。二、屬自主性動機的興趣、實用性與修課計畫等選課動機對學習投入有正向影響。三、屬外在資訊動機的及格、老師風評與修課時段等選課動機對學習投入有負向影響。四、縱貫資料顯示自主性動機與學習投入時間有正向的交互影響，相對地，僅大一學習投入時間對大三外在資訊動機為單向且負面的影響效果。綜而言之，自主性選課動機與學習投入在學習歷程中展現正向的良性循環；相對地，學習投入較差則會影響後續選課時採取更多外在資訊的評估，而更失去個人自主學習的目標與理想性，此二者可作為日後對大專院校學生學習輔導時，加強學生自主學習與生涯規劃之參考。
Abstract： The purposes of this study were to explore the effects of courses-taking motivation to learning engagement on college students. And it was emphasized that there were positive and reciprocal relationships between autonomous motivation and learning engagement. Using the items of questionnaire data from “Integrated Higher Education Database System in Taiwan”, the study attempted to examine the goodness of fit about college students’ learning engagement model (n＝24,581, 94 year) and reciprocal effects with cross-lagged analysis (n＝18,378, cross-sectional data from 92 to 94 year). Results of the study indicate that: (a) The empirical verification of goodness of fit of college students’ learning engagement model are fine. (b) Structural analysis reveals positive relationships between autonomous motivation (interesting, practicability and plan) and learning engagement. (c) Structural analysis reveals negative relationships between extrinsic informational motivation (passing, appreciation of teacher and course time scale) and learning engagement. (d) Cross-sectional data indicate that there are positively reciprocal effects between autonomous motivation and learning engagement time, but learning engagement time has single negative effect to extrinsic informational motivation. In sum, autonomous motivation and learning engagement have emerged virtuous circle during longtime learning process. In opposition to the less learning engagement has effected on more cognition evaluation of extrinsic informational motivation, and the less ideal and prepared autonomous learning. Based on those results, implication for learning guidance about autonomous learning and career planning on college students are considered.
期刊論文
1.徐秀娟(20060700)。臺灣音樂學生外在動機的內化與自我決定知覺的學習關係探討。國民教育研究學報，17，25-53。new window  延伸查詢new window
2.Lepper, M. R.、Corpus, J. H.、Iyengar, S. S.(2005)。Intrinsic and extrinsic motivational orientation in the classroom: Age differences and academic correlates。Journal of Educational Psychology，97(2)，184-196。  new window
3.Weiner, Bernard(2000)。Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective。Educational Psychology Review，12(1)，1-14。  new window
4.陳玉玲(20031200)。國小學生內、外在動機在數學學業表現中的角色。教育學刊，21，173-193。new window  延伸查詢new window
5.Deci, Edward L.、Koestner, Richard、Ryan, Richard M.(2001)。Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again。Review of Educational Research，71(1)，1-27。  new window
6.Ryan, R. M.、Deci, E. L.(2000)。Self-determination theory and facilitation of intrinsic motivation, social development, and well-being。American psychologist，55(1)，68-78。  new window
7.廖鳳池(19920700)。Deci 的內發動機理論及其在心理治療上的涵意。臺南師院學報，25，163-182。new window  延伸查詢new window
8.林烘煜、唐淑華(2008)。讀書治療在大學通識課程上的應用--自我決定理論觀點。教育心理學報，39(3)，377-394。new window  延伸查詢new window
9.Markus, Hazel Rose、Kitayama, Shinobu(1991)。Cultural and the Self: Implications for Cognition, Emotion, and Motivation。Psychological Review，98(2)，224-253。  new window
10.關永馨、齊隆鯤(20061200)。大學生生涯成熟及其相關因素之研究：以中部某大學為例。教育科學期刊，6(2)，91-106。new window  延伸查詢new window
11.Fredricks, Jennifer A.、Blumenfeld, Phyllis C.、Paris, Alison H.(2004)。School engagement: Potential of the concept, state of the evidence。Review of Educational Research，74(1)，59-109。  new window
12.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
13.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
14.張景媛(19970900)。國中生之正負向情緒與其後設認知、學習動機關係之研究。教育心理學報，29，51-76。new window  延伸查詢new window
15.Iyengar, Sheena S.、Lepper, Mark R.(2000)。When Choice is Demotivating: Can One Desire Too Much of a Good Thing?。Journal of Personality and Social Psychology，79(6)，995-1006。  new window
16.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
17.林文瑛、王震武(19950200)。中國父母的教養觀：嚴教觀或打罵觀？。本土心理學研究，3，2-92。new window  延伸查詢new window
18.施淑慎(20090300)。國中生使用逃避策略相關因素徑路模式之檢驗。教育與心理研究，32(1)，111-145。new window  延伸查詢new window
19.Lepper, M. R.、Greene, D.、Nisbett, R. E.(1973)。Undermining Children's Intrinsic Interest with Extrinsic Reward: A Test of the "Overjustification" Hypothesis。Journal of Personality and Social Psychology，28(1)，129-137。  new window
20.Vallerand, R. J.、Pelletier, L. G.、Blais, M. R.、Brière, N. M.、Senécal, C.、Vallières, E. F.(1992)。The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education。Educational and Psychological Measurement，52(4)，1003-1017。  new window
21.歐慧敏(2005)。學生自主學習的意涵與引導策略。教育研究月刊，94，99-106。new window  延伸查詢new window
22.Cameron, J.(2001)。Negative effects of reward on intrinsic motivation – A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001).。Review of Educational Research，71，29-42。  new window
23.Cokley, K. O., Bernard, N., Cunningham, D.,、Motoike, J.(2001)。A psychometric investigation of the academic motivation scale using a United States sample。Measurement and Evaluation in Counseling and Development，34，109-119。  new window
24.Guay, F.、Vallerand, R. J.、Blanchard, C.(2000)。On the assessment of situational intrinsic and extrinsic motivation: The situational motivation scale (SIMS)。Motivation and Emotion，24(3)，175-213。  new window
25.Iyengar, S. S.,、Lepper, M. R.(1999)。Rethink the value of choice: A cultural perspective on intrinsic motivation。Journal of Personality and Social Psychology，76，349-366。  new window
26.Kenny, D. A.(1975)。Cross-lagged panel correlation: A test for spuriousness。Psychological Bulletin，82(6)，887-903。  new window
27.Levesque, C., Stanek, L., Zuehlke, A. N.,、Ryan, R. M.(2001)。Autonomy and competence in German and American university students: A comparative study based on self-determination theory。Journal of Educational Psychology，96，68-84。  new window
28.Ryan, R. M.、Deci, E. L.(2006)。Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will?。Journal of Personality，74(6)，1557-1586。  new window
29.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
30.李宜玫(2007)。學習之樂樂無窮－談內在與外在動機。國民教育，48（1），16-20。  延伸查詢new window
31.黃雅容(2008)。台灣第一代大學生的背景和特質：台灣和美國的發現一樣嗎？。師大學報：教育類，53（2），111-130。new window  延伸查詢new window
32.Miserandino, M.(1996)。Children who do well: Individual differences in perceived competence and autonomy in above-average children.。Journal of Educational Psychology，88，203-214。  new window
會議論文
1.葉光輝(2004)。親子互動關係與青少年自主性發展：交叉延宕因果關係探討。臺北市。  延伸查詢new window
2.沈俊毅(2006)。以學生為中心的大學教育評鑑－台灣高等教育資料庫之建置相關議題之探討。臺北市。  延伸查詢new window
3.彭森明(2007)。臺灣高等教育資料庫介紹。臺北市。  延伸查詢new window
圖書
1.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
2.楊國樞(2002)。華人心理的本土化研究。台北：桂冠圖書公司。new window  延伸查詢new window
3.邱皓政(2005)。結構方程模式：LISREL的理論、技術與應用。臺北市：雙葉書廊。  延伸查詢new window
4.Weiner, B.(1992)。Human motivation: Metaphors, theories, and research。SAGE。  new window
5.Shingles, R. D.(1985)。Causal inference in cross-lagged panel analysis。Causal models in panel and experimental designs。New York。  new window
圖書論文
1.Iyengar, S. S.、Lepper, M. R.、Ross, L.(1999)。Independence from Whom? Interdependence with Whom? Cultural Perspectives on Ingroups Versus Outgroups。Cultural Divides: Understanding and Overcoming Group Conflict。New York：Russell Sage Foundation。  new window
2.Wigfield, A.、Eccles, J. S.、Schiefele, U.、Roeser, R. W.、Davis-Kean, P.(2006)。Development of achievement motivation。Handbook of child psychology, Vol. 3: Social, emotional, and personality development。John Wiley & Sons, Inc.。  new window
3.Weiner, B.(2005)。Motivation from an attribution perspective and the social psychology of perceived competence。Handbook of competence and motivation。New York：Guilford Press。  new window
4.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
5.Zimmerman, B. J.、Schunk, D. H.(2004)。Self-regulating intellectual processes and outcomes: A social cognitive perceptive。Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development。Lawrence Erlbaum Associates。  new window
 
 
 
 
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