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題名：自我決定理論觀點下新生未來時間觀與學習投入的關係
書刊名：教育與心理研究
作者：陳柏霖 引用關係／何慧卿 引用關係／段盛華／彭耀平
作者(外文)：Chen, Po-lin／Ho, Huei-qing／Duan, Sheng-hwa／Peng, Yao-ping
出版日期：2017
卷期：40:4
頁次：頁1-28
主題關鍵詞：未來時間觀；交叉延宕；自我決定理論；校務研究；學習投入；Future time orientation；Cross-lagged analysis；Self-determination theory；Institutional research；Learning engagement
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未來時間觀是關於未來時間的一種認知結構，它具有獨特的動機作用，並能影響學業表現。本研究從自我決定觀點下，以新生入學時至大一暑假前，探究新生未來時間觀與學習投入的關係。研究樣本以個案大學新生634位為對象，進行描述統計、成對樣本t檢定、交叉延宕分析。研究結果有：一、新生在邁入大二前，在「學習投入」的平均得分高於大一入學時的表現；但在「未來時間觀」與「自我決定」的平均得分低於大一入學時的表現。二、學生的未來時間觀可透過學生自我決定影響未來學習投入。最後，根據研究結果提出建議，以供校務研究工作及未來研究參考。
View of future time orientation is a cognitive construct about future time. This view has its unique work of motivation, and effect of academic performance. This research is based on the theory of self-determination to discover the relationship between future time and learning involvement for freshmen in enrollment and first summer vacation. This research has 634 freshmen as samples to conduct descriptive statistic, pair T-Test, and cross-lagged analysis. The results show that: (1) For learning engagement, freshmen at the end of first year have higher average score than the beginning of first year. (2) Students’ view of future time orientation can affect their learning engagement of future through students’ self-determination. At last, we provide some suggestions as reference for institutional research and future research.
期刊論文
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會議論文
1.段盛華、劉峰旗、陳柏霖(2016)。校務研究實踐中的學習成效評估模式初探。2016高等教育教學實務研究學術研討會，玄奘大學主辦 (會議日期: 201606)。新竹市。  延伸查詢new window
2.Bembenutty, H.、Karabenick, S. A.(2003)。Academic delay of gratification, future goals, and self-regulated learning。The annual meeting of the American Educational Research Association，(會議日期: 2003/04)。Chicago。  new window
3.Deci, E. L.、Ryan, R. M.(1991)。A motivational approach to self: Integration in personality。Lincoln, NE：University of Nebraska Press。237-288。  new window
學位論文
1.魏連娣(2012)。自我決定理論視角下未來時間透視與學習投入的關係研究(碩士論文)。東北師範大學。  延伸查詢new window
圖書
1.Astin, A. W.(1991)。Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education。New York, NY：American Council on Education。  new window
2.Wigfield, A.、Eccles, J. S.(2002)。Development of achievement motivation。San Diego, CA：Academic Press。  new window
3.McLean, A.(2003)。The motivated school。London：Sage。  new window
4.Zimbardo, P. G.、Boyd, J. N.、鄧伯宸(2011)。你何時要吃棉花糖？時間心理學與七型人格。臺北市：心靈工坊。  延伸查詢new window
5.King, D.(1984)。Fiscal tiers: The economics of multi level government。London：George Allen and Unwin。  new window
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7.Yorke, M.、Longden, B.(2004)。Retention and student success in higher education。Maidenhead：SRHE。  new window
8.Barkley, Elizabeth F.(2010)。Student engagement techniques: A handbook for college faculty。Jossey-Bass。  new window
9.Deci, Edward L.、Ryan, Richard M.(1985)。Intrinsic motivation and self-determination in human behavior。Plenum Press。  new window
10.Pascarella, Ernest T.、Terenzini, Patrick T.(2005)。How college affects students: A third decade of research。Jossey-Bass。  new window
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12.Jöreskog, Karl G.、Sörbom, Dag(1996)。LISREL 8: User's Reference Guide。Scientific Software International, Inc.。  new window
13.Zimbardo, P. G.、Boyd, J.(2008)。The time paradox: The new psychology of time that will change your life。New York：Free Press。  new window
其他
1.Siemens, G.，Dawson, S.，Lynch, G.(2013)。Improving the quality and productivity of the higher education sector: Policy and strategy for systems-level deployment of learning analytics，https://pdfs.semanticscholar.org/d307/34019734c219f6ab83a0dcebfa39c9e8b84.pdf。  new window
圖書論文
1.張雪梅(2009)。序言--大學生的學習歷程與高教品質。臺灣大學生的學習歷程與表現。臺北：國立臺灣師範大學教育研究與評鑑中心。  延伸查詢new window
2.Kaplan, A.、Middleton, M. J.、Urdan, T.、Midgley, C.(2002)。Achievement goals and goal structures。Goals, goal structures, and patterns of adaptive learning。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
3.Bitti, P.、Zambianchi, M.、Bitner, J.(2015)。Time perspective and positive aging。Time perspective theory: Review, research and application。Springer。  new window
4.Lens, W.、Simons, J.、Dewitte, S.(2002)。From duty to desire: The role of students' future time perspective and instrumentality perceptions for study motivation and self-regulation。Academic motivation of adolescents。Greenwich, CT：Information Age。  new window
5.Mello, Z. R.、Worrell, F. C.(2015)。The past, the present, and the future: A conceptual model of time perspective in adolescence。Time perspective theory: Review, research and application。Springer。  new window
6.Beno, B. A.(2004)。The role of student learning outcomes in accreditation quality review。Developing and implementing assessment of student learning outcomes。Jossey-Bass。  new window
7.Lepper, M.、Henderlong, J.(2000)。Turning "play" into "work" and "work" into "play": 25 years of research on intrinsic versus extrinsic motivation。Intrinsic and extrinsic motivation: The search for optimal motivation and performance。San Diego, CA：Academic。  new window
8.Lens, W.(1986)。Future time perspective: A cognitive motivational concept。Frontiers of motivational psychology。New York, NY：Springer-Verlag。  new window
9.Locke, E. A.(2002)。Setting goals for life and happiness。Handbook of positive psychology。New York, NY：Oxford University Press。  new window
10.Browne, Michael W.、Cudeck, Robert(1993)。Alternative ways of assessing model fit。Testing Structural Equation Models。Sage。  new window
 
 
 
 
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