臺灣博碩士論文加值系統

當自決理論被應用在教育範疇上時，是被用來探討有關如何能夠提高學生的內在學習動機。根據Deci (1985)的理論，自決性的學習者較其他學習者在學習上較主動且能夠自我抉擇。本論文旨在探討第二語進階學習者如何能夠自主自律的學習,並運用內在動機的去學習英文。
本研究以202位大學英語進階班學生為研究對象。參與學生所填的問卷改編自Deci et al.(1994, 2000)以及Ryan et al. (1991, 1996) 的學習氣候問卷，自決問卷，自律問卷，以及內在動機問卷。問卷的結果採用因素分析(Factor Analysis)，以及皮爾遜相關分析(Pearson Product-moment correlation analysis)進行統計分析。結果顯示課堂上老師對學生自主性的支持與學生對其課業自律程度和學習動機有顯著的相關。更重要的是，自決性越高的學生其 1) 自律性越高 2) 內在學習動機越高 3) 認為老師在課堂上給予較大的自主權。本研究建議教師應加強對學生學習自主性以及自律性的訓練，如此一來，不但能夠增進學生學習的興趣，進而提高學習效果。

Self-determination theory (Deci & Ryan, 1985, 1991), when applied to education, is concerned with how to raise students’ intrinsic interest in learning. According to Deci et al. (1985), self-determined learners rather than other-determined learners are more volitional and active with their learning. The purpose of the current study is to investigate how advanced learners in EFL are self-determined, how they regulate themselves, and how intrinsically motivated they are in learning English. A total of 202 advanced college EFL learners, screened through advanced testing, had participated in the study. An instrument adapted from Deci et al., measuring learners’ intrinsic motivation, perceived control, self-determination, and self-regulation had been administered. Data collected were processed through Exploratory Factor Analysis and Pearson Product-moment Correlation Analysis. The results showed that teachers’ autonomy support was significantly correlated with students’ self-regulation and learning motivation. More importantly, it was also found that students who were more self-determined 1) showed high self-regulation 2) scored higher in the intrinsic motivation scale, and 3) perceived their teachers to be more autonomy supportive. Consequently, findings in this study suggested that supporting student autonomy and training in self-regulation can be helpful in promoting interest in learning which would ultimately enhance learning outcome.

Table of Contents
Abstract (Chinese)…………………………………………………i
Abstract (English)…………………………………………………ii
Acknowledgements……………………………………………………iv
Table of Contents……………………………………………………v
List of Tables………………………………………………………viii
List of Figures………………………………………………………ix
CHAPTER ONE INTRODUCTION……………………………………………1
Background…………………………………………………………………1
Purpose of the Study……………………………………………………2
Major Research Questions………………………………………………3
Significance of the Study……………………………………………3
Definition of the Terms………………………………………………4
Organization of the Chapters…………………………………………6
CHAPTER TWO LITERATURE REVIEW……………………………………7
Early Concepts of Self-Directed and Autonomous Learners……7
The Overview of Motivation Research………………………………9
The Overview of Self-Determination Theory………………………10
The Subtheories of Self-Determination Theory…………………11
The Cognitive Evaluation Theory (CET)……………………………12
The Causality Orientations Theory…………………………………14
Motivation Research in Language Learning………………………18
A Brief History of Self-Determination Theory…………………19
Intrinsic and Extrinsic Motivation………………………………21
The Relationship of Self-Determination Theory and Intrinsic Motivation………………………………………………………………23
Self-Determination Theory and Learner Autonomy………………25
Studies of Motivation in Language Learning in Taiwan………27
CHAPTER THREE METHODOLOGY…………………………………………29
Participants……………………………………………………………29
The Advanced English Language Learner……………………………29
Instruments………………………………………………………………29
The Learning Climate Scale…………………………………………30
The Self-Determination Scale…………………………………………31
The Self-Regulation Scale……………………………………………32
The English Learning Motivation Scale……………………………33
Reliability of Each Subscale………………………………………35
Data Analysis…………………………………………………………36
Procedures………………………………………………………………36
The Procedure of Formal Study………………………………………36
CHAPTER FOUR RESULTS………………………………………………37
Exploratory Factor Analysis for Each Subscale………………37
Correlational Analysis of the Scales…………………………40
The Correlations between Learning Climate and Students’ Self-Regulation……………………………………………………………40
The Correlations between the Learning Climate and Students’ Learning Motivation…………………………………………………40
CHAPTER FIVE DISCUSSION…………………………………………42
Intrinsic versus Extrinsic Regulation………………………42
Discussion of English Learning Motivation……………………43
Self-Regulation and Learning Climate…………………………44
English Learning Motivation and Learning Climate…………………………………………………………………44
Limitations of the Study…………………………………………45
Problems in Designing the Questionnaire………………………45
The Sampling Problem in This Research…………………………45
Methods Used in This Research……………………………………46
Lack of Back translation for Items in Different Versions of Scale……………………………………………………………………46
Suggestions for Future Research…………………………………46
Pedagogical Implications…………………………………………47
REFERENCES……………………………………………………………50
APPENDICES……………………………………………………………57
Appendix 1 Data of Scale Used in Phase One…………………57
Appendix 2 Questionnaires of Formal Study (English version)…………………………………………………………………………58
Appendix 3 Questionnaires of Formal Study (Chinese version)…………………………………………………………………………63

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