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研究生:吳淑玲
研究生(外文):Shu-ling Wu
論文名稱:國小學童數學課室目標結構與其心理需求、動機類型及學習行為之相關研究
論文名稱(外文):The Relations among Mathematics Classroom Goal Structures, Psychological Needs, Types of Motivation and Learning Behaviors of Elementary School Students
指導教授:林啓超林啓超引用關係
學位類別:碩士
校院名稱:東海大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:136
中文關鍵詞:數學課室目標結構心理需求動機類型學習行為
外文關鍵詞:Mathematics classroom goal structurespsychological needstypes of motivationlearning behaviorsRelationsdata
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本研究旨在探討國小學童之數學課室目標結構、心理需求、動機類型與學習行為之相關研究。本研究採用問卷調查法,以台中縣國小五年級學童為研究對象,抽取16所國小,31 個班級,共774人為研究樣本。研究工具包括「數學課室目標結構量表」、「心理需求量表」、「動機類型量表」以及「學習行為量表」。施測所得資料運用描述統計、賀德臨T2考驗、皮爾遜積差相關、多元迴歸分析及階層迴歸分析來考驗各項假設。
本研究的發現如下:
一、國小五年級學童之心理需求、動機類型與學習行為具有中上水準表現。
二、不同性別的國小五年級學童之數學課室目標結構、心理需求有顯著差異;在動機類型、學習行為上則無明顯的差異。
三、數學課室目標結構可預測心理需求,心理需求能預測動機類型,數學課室目標結構可預測動機類型。
四、心理需求為數學課室目標結構與動機類型的中介變項。
五、數學課室目標結構可預測動機類型,動機類型能預測學習行為,數學課室目標結構可預測學習行為。
六、動機類型為數學課室目標結構與學習行為的中介變項。
本研究最後根據研究結果提出各項建議,以供國小教學、學習輔導及未來研究之參考。
The purpose of the research was to explore the relations of Mathematics classroom goal structures , psychological needs, types of motivation and learning behaviors to the students at elementary school. The samples of the research were the 5th graders of elementary school in Taichung County , collected from 16 elementary schools, 31 classes, altogether 774 students. The instruments used in the study included Mathematics Classroom Goal Structures Scale, Psychological Needs Scale, Types of Motivation Scale, and Learning Behaviors Scale. The statistical methods used to analyze the data were descriptive statistics, Hotelling’s T2, Pearson’s product-moment correlation, multiple regression and hierarchical regression.

The follows were the main results of the research:
1. Psychological needs, types of motivation and learning behaviors to the five-grade students at elementary school had above the average scores.
2.Gender had significant differences on Mathematics classroom goal structures and psychological needs. However, there was no difference on types of motivation and learning behaviors.
3.Mathematics classroom goal structures could predict psychological needs. Psychological needs could predict types of motivation. Mathematics classroom goal structures could predict types of motivation.
4.Mathematics classroom goal structures and types of motivation were mediated through psychological needs.
5. Mathematics classroom goal structures could predict types of motivation. Types of motivation could predict learning behaviors. Mathematics classroom goal structures could predict learning behaviors.
6. Mathematics classroom goal structures and learning behaviors were mediated through types of motivation.
Based on above of these findings, suggestions for elementary school implications, educational guidance and further research were proposed.
目次
目次……………………………………………………………………………………i
表目次………………………………………………………………………………iii
圖目次…………………………………………………………………………………v

第一章 緒論…………………………………………………………………………1
第一節 研究動機 ……………………………………………………………1
第二節 研究目的 ……………………………………………………………7
第三節 研究問題 ……………………………………………………………8
第四節 名詞釋義 ……………………………………………………………9

第二章 文獻探討 …………………………………………………………………15
第一節 課室目標結構理論的發展…………………………………………15
第二節 自我決定理論………………………………………………………25
第三節 課室目標結構理論、自我決定理論與學習行為之關係…………30

第三章 研究方法 …………………………………………………………………41
第一節 研究設計 …………………………………………………………41
第二節 研究假設 …………………………………………………………44
第三節 研究對象 …………………………………………………………45
第四節 研究工具 …………………………………………………………47
第五節 實施程序 …………………………………………………………65
第六節 資料分析 …………………………………………………………67


第四章 研究結果…………………………………………………………………69
第一節 基本統計分析………………………………………………………69
第二節 數學課室目標結構、心理需求與動機類型之關係………………74
第三節 數學課室目標結構、動機類型與學習行為之關係………………87

第五章 討論、結論與建議…………………………………………………………99
第一節 討論 ………………………………………………………………99
第二節 結論………………………………………………………………109
第三節 建議………………………………………………………………113

參考文獻……………………………………………………………………………117
一、 中文部分………………………………………………………………………117
二、 英文部分………………………………………………………………………120

附錄一 國小學童數學科學習情況調查表(預試量表)…………………………129
附錄二 國小學童數學科學習情況調查表(正式量表)…………………………133









表目次
表 3-3-1:本研究正式樣本之抽樣學校與樣本人數分配…………………………46
表3-4-1:「數學課室目標結構」項目分析摘要……………………………………48
表3-4-2:「數學課室目標結構」因素分析摘要……………………………………50
表3-4-3:「數學課室目標結構」之信度分析………………………………………51
表3-4-4:「心理需求量表」項目分析摘要…………………………………………53
表3-4-5:「心理需求量表」因素分析摘要…………………………………………54
表3-4-6:「心理需求量表」之信度分析……………………………………………55
表3-4-7:動機類型量表」項目分析摘要…………………………………………57
表3-4-8:「動機類型量表」因素分析摘要…………………………………………59
表3-4-9:「動機類型量表」之信度分析……………………………………………60
表3-4-10:「學習行為量表」項目分析摘要………………………………………62
表3-4-11:「學習行為量表」因素分析摘要………………………………………63
表3-4-12:「學習行為量表」之信度分析…………………………………………64
表4-1-1:受試者在數學課室目標結構上得分之描述分析摘要表………………69
表4-1-2:受試者在心理需求上得分之描述分析摘要表…………………………70
表4-1-3:受試者在動機類型上得分之描述分析摘要表…………………………70
表4-1-2:受試者在學習行為上得分之描述分析摘要表…………………………71
表4-1-5:男女生在數學課室目標結構上之平均數差異比較……………………72
表4-1-6:男女生在心理需求上之平均數差異比較………………………………72
表4-1-7:男女生在動機類型上之平均數差異比較………………………………73
表4-1-8:男女生在學習行為上之平均數差異比較………………………………73
表4-2-1:數學課室目標結構、心理需求與動機類型的相關係數摘要表………75
表4-2-2:數學課室目標結構聯合預測三種心理需求之多元迴歸分析摘要表…76
表4-2-3:心理需求聯合預測四種動機類型之多元迴歸分析摘要表……………78
表4-2-4:數學課室目標結構、心理需求與動機類型關係之階層分析摘要表…85
表4-2-5:心理需求在數學課室目標結構與動機類型之間的中介效果摘要表…86
表4-3-1:數學課室目標結構、動機類型與學習行為的相關係數摘要表………88
表4-3-2:數學課室目標結構聯合預測四種動機類型之多元迴歸分析摘要表…90
表4-3-3:動機類型聯合預測三種學習行為之多元迴歸分析摘要表……………91
表4-3-4:數學課室目標結構、動機類型與學習行為關係之階層分析摘要表…95
表4-3-5:動機類型在數學課室目標結構與學習行為之間的中介效果摘要表…98
表5-1-1:研究結果綜合整理一覽表………………………………………………99

















圖目次
圖 2-1-1:支援精熟目標的課室結構與教學策略…………………………………22
圖 2-2-1:動機類型及調節型態的自我連續帶……………………………………27
圖 2-3-1:內在與外在動機的階層模式……………………………………………37
圖 3-1-1:本研究之研究架構………………………………………………………41
圖 3-1-2:中介變項要件圖…………………………………………………………43
圖4-2-1:心理需求在數學課室目標結構與內射調節之間的中介情形…………81
圖4-2-2:心理需求在數學課室目標結構與認同調節之間的中介情形…………83
圖4-2-3:心理需求在數學課室目標結構與內在動機之間的中介情形…………84
圖4-3-1:動機類型在數學課室目標結構與訊息處理策略之間的中介情形……93
圖4-3-2:動機類型在數學課室目標結構與後設認知策略之間的中介情形……94圖4-3-3:動機類型在數學課室目標結構與堅持之間的中介情形………………97
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二、英文部份:
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