Motivation, Germane Cognitive Load, and Task Performance in Foreign Language Learning_

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題名：	Motivation, Germane Cognitive Load, and Task Performance in Foreign Language Learning
書刊名：	教育研究與發展期刊
作者：	陳怡容／謝佩蓉
作者(外文)：	Chen, J-jung／Hsieh, Pei-jung
出版日期：	2011
卷期：	7:4
頁次：	頁57-73
主題關鍵詞：	認知負荷理論；有效認知負荷；學習動機；拔靴法；Cognitive load theory；Germane cognitive load；Motivation；Bootstrapping
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:0 點閱:41

認知負荷理論指出，一旦我們的工作記憶開始從事與認知相關的活動，有效認知負荷就啟動了，並且對於學習表現有正向的影響。本研究旨在於探討學習動機、有效認知負荷、以及學習表現之間的關係。研究對象為某科技大學應用外語系109位四技學生，透過學習動機量表、認知負荷量表、以及英語聽力測驗收集資料，結果發現：學習動機和有效認知負荷間、有效認知負荷與學習表現間均為正相關，學習動機和學習表現間的相關則未達統計上顯著水準。進一步以徑路分析和拔靴法進行資料分析，發現有效認知負荷確實為學習動機和學習表現之中介變項，亦即本研究所提出之學習表現徑路模式可獲得資料之支持。最後根據研究結果，提出數項建議以供參考。

以文找文

Germane cognitive load (GCL) is the load incurred when working memory resources are devoted to cognitive activities. GCL posits that GCL needs to be maximized for the best learning results. This study investigated the relationship among motivation, germane cognitive load, and task performance. The participants were 109 students majoring in English. Correlational analysis indicated a positive relationship between motivation and GCL as well as between GCL and task performance. However, motivation was not correlated with task performance. Path analysis confirmed the overall relationship of the variables under discussion. Bootstrapping was used to test the indirect effect of GCL. Results suggest that affective factors, such as learning motivation, are important in CLT.

以文找文

期刊論文
1.	Van Merriënboer, Jeroen J. G.、Sweller, John(2005)。Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions。Educational Psychology Review，17(2)，147-177。
2.	Gardner, R. C.、Tremblay, P. F.、Masgoret, A. M.(1997)。Toward a full model of second language learning: An empirical investigation。The Modern Language Journal，81(3)，344-362。
3.	DeLeeuw, K. E.、Mayer, R. E.(2008)。A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane Load。Journal of Educational Psychology，100(1)，223-234。
4.	Gerjets, P.、Scheiter, K.(2003)。Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction。Educational Psychologist，38(1)，33-41。
5.	Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。
6.	Ely, Christopher M.(1986)。Language learning motivation: A descriptive and causal analysis。The Modern Language Journal，70(1)，28-35。
7.	Yeung, A. S.、Jin, P.、Sweller, J.(1997)。Cognitive Load and Learner Expertise: Attention and Redundancy Effects in Reading with Explanatory Notes。Contemporary Educational Psychology，23，1-21。
8.	Astleitner, H.、Wiesner, C.(2004)。An integrated model of multimedia learning and motivation。Journal of Educational Multimedia and Hypermedia，13(1)，3-22。
9.	Baddeley, A.(1992)。Working Memory。Science，255，556-565。
10.	Dörnyei, Z.(2003)。Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications。Language Learning，53(Supplement 1)，3-32。
11.	Paas, F.、Renkl, A.、Sweller, J.(2003)。Cognitive load theory and instructional design: Recent developments。Educational Psychologist，38(1)，1-4。
12.	Bernaus, M.、Gardner, R. C.(2008)。Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement。The Modern Language Journal，92(3)，387-401。
13.	Csizér, Kata、Dörnyei, Zoltán(2005)。The internal structure of language learning motivation and its relationship with language choice and learning effort。The Modern Language Journal，89(1)，19-36。
14.	Oxford, Rebecca L.、Shearin, Jill(1994)。Language Learning Motivation: Expanding the Theoretical Framework。The Modern Language Journal，78(1)，12-28。
15.	Sweller, John、van Merrienboer, Jeroen J. G.、Paas, Fred G. W. C.(1998)。Cognitive architecture and instructional design。Educational Psychology Review，10(3)，251-296。
16.	Schnotz, W.、Kürschner, C.(2007)。A reconsideration of cognitive load theory。Educational Psychology Review，19(4)，469-508。
17.	Preacher, Kristopher J.、Hayes, Andrew F.(2008)。Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models。Behavior Research Methods，40(3)，879-891。
18.	Noels, K. A.、Pelletier, L. G.、Clement, R.(2003)。Why are you learning a second language? Motivational orientations and self-determination theory。Language Learning，53(1)，33-64。
19.	Paas, F.、Van Merrienboer, J. J. G.、Adam, J. J.(1994)。Measurement of cognitive load in instructional research。Perceptual Motor and Skills，79，419-430。
20.	Huk, T.、Ludwigs, S.(2009)。Combining cognitive and affective support in order to promote learning。Learning and Instruction，19(6)，495-505。
21.	Pae, Tae-Il(2008)。Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement。Journal of Language and Social Psychology，27(1)，5-27。
22.	Rivera-Mills, S. V.、Plonsky, L.(2007)。Empowering students with language learning strategies: A critical review of current issues。Foreign Language Annals，40(3)，535-548。
23.	Kalyuga, S.、Chandler, P.、Sweller, J.(1998)。Levels of expertise and instructional design。Human Factors，40，1-17。
24.	Kormos, J.、Csizer, K.(2008)。Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior。Language Learning，58(2)，327-355。
25.	Noels, K. A.(2001)。Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communication style。Language Learning，51(1)，107-144。
26.	Anakanishi, T.(2002)。Critical literature review on motivation。Journal of Language and Linguistics，1(3)，278-287。
27.	Bonney, C. R.、Cortina, K. S.、Smith-Darden, J. P.、Fiori, K. L.(2008)。Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors?。Learning and Individual Differences，18(1)，1-10。
28.	Borg, G.、Bratfisch, O.、Dornic, S.(1971)。On the problem of perceived psychology。Scandinavian Journal of Psychology，12，249-260。
29.	Chung, K. K. H.(2008)。What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters。Learning and Instruction，18(1)，96-108。
30.	Cierniak, G.、Scheiter, K.、Gerjets, P.(2009)。Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?。Computers in Human Behavior，25(2)，315-324。
31.	Paas, F.、Tuovinen, J. E.、Van Merrienboer, J. J. G.、Darabi, D.(2005)。A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction。Educational Technology Research and Development，53，25-34。
32.	Shaikholeslami, R.、Khayyer, M.(2006)。Intrinsic motivation, extrinsic motivation, and learning english as a foreign language。Psychological Reports，99(3)，813-818。

會議論文
1.	Sweller, J.(2007)。Cognitive load。Yilan, Taiwan。
2.	Warden, C. A.(2000)。Existence of integrative motivation in Asian EFL setting。Hong Kong。

圖書
1.	Dornyei, Z.(2001)。Teaching and researching motivation。Harlow, UK：Longman/Pearson Education。
2.	Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。
3.	Kline, R. B.(2011)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。
4.	Gardner, R. C.(1985)。Social psychology and second language learning: The role of attitude and motivation。Rowley, MA：Newbury House。
5.	Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。
6.	Heppner, P. P.、Heppner, M. J.(2004)。Writing and publishing your thesis, dissertation, and research: A Guide for Students in the helping professions。Belmont, CA：Brooks/Cole。
7.	Weiner, Bernard(1986)。An attributional theory of motivation and emotion。New York：Springer-Verlag。
8.	Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。
9.	Gardner, R.、Lambert, W.(1972)。Attitudes and motivation in second language learning。Rowley, MA：Newbury House。
10.	Hair, J. F.、Anderson, R. E.、Tatham, R.、Black, W. C.、Babin, B. J.(2010)。Multivariate Data Analysis with Readings。Prentice Hall International。
11.	Ngeow, K. Y.-H.(1998)。Motivation and transfer in language learning。ERIC Clearinghouse on Reading, English, and Communication Digest ED427318。

其他
1.	Cooper, G.(1998)。Research into cognitive load theory and instructional design at UNSW，http://paedpsych.jku.at:4711/LEHRTEXTE/Cooper98.html， 20100311。

圖書論文
1.	Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。
2.	Dörnyei, Z.、Skehan, P.(2003)。Individual differences in second language learning。The handbook of second language acquisition。Blackwell。
3.	Sweller, J.(2005)。Implications of cognitive load theory for multimedia learning。Cambridge handbook of multimedia learning。Cambridge University Press。

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