(3.236.175.108) 您好!臺灣時間:2021/02/27 05:33
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:吳麗芳
研究生(外文):Li-Fang Wu
論文名稱:國中學生的英語學習動機與父母教養方式之研究
論文名稱(外文):A study of English Learning Motivation and Parenting Styles in Junior High Schools
指導教授:邱靖雅邱靖雅引用關係陳瑜容陳瑜容引用關係
指導教授(外文):Dr. Ching-Ya ChiuDr. Yu-Jung Chen
學位類別:碩士
校院名稱:立德大學
系所名稱:應用英語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2011
畢業學年度:98
語文別:英文
論文頁數:75
中文關鍵詞:開明權威教養方式專制權威教養方式溺愛教養方式父母教養方式英語學習動機
外文關鍵詞:Authoritarian parenting styleAuthoritative parenting stylePermissive parenting styleParenting stylesEnglish learning motivation
相關次數:
  • 被引用被引用:13
  • 點閱點閱:735
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:246
  • 收藏至我的研究室書目清單書目收藏:6
本研究調查國中學生父母教養方式與英語學習動機的關係。也更深入探討父母教養方式是否影響英語學習動機的高低。
本研究以台南市一百九十二個國中學生為樣本並以問卷調查方式蒐集資料。本研究的分析方式採用敘述統計、單一樣本T檢定和單因子變異數分析。茲將本研究的結果歸納如下:
(1)學生的背景因素包括性別、年級、學習英語的時間、父母的教育程度與父母的職業對學生的英語學習動機並沒有顯著之影響。
(2)本研究有百分之六十以上的國中生父母教養方式為開明權威教養方式。
(3)開明權威教養方式對英語學習動機有顯著影響,然而溺愛教養方式與專制權威教養方式並沒有。
最後,本研究者提供一些教學涵意與建議。
This study investigated English learning motivation and parenting styles in junior high schools. Also, whether parenting styles would affect students’ English learning motivation was aimed for exploration.
One hundred and ninety two junior high school students in Tainan City were involved in the study and one questionnaire was employed. Descriptive statistics, t-test, and one-way ANOVA were used for data analysis. The findings of this study were as follows.
(1) There were no significant differences between students’ background factors and students’ English learning motivation. The factors include genders, grades, the ages of commencement to study English, parents’ educations and occupations.
(2) Over sixty percent of junior high school students’ parenting style followed the authoritative parenting style.
(3) The authoritative parenting style had a significant influence on English learning motivation. However, the permissive parenting style and the authoritarian parenting style did not.
Finally, some pedagogical implications and suggestions were provided.
TABLE OF CONTENTS
Abstract(Chinese)………………………………………… i
Abstract (English)………………………………………ii
Acknowledges………………………………………………iii
Table of Contents…………………………………………iv
Lists of Tables……………………………………………vi
CHAPTER ONE INTRODUCTION
Background and Motivation…………………………………1
Purposes of the Study………………………………………4
Research Questions…………………………………………5
Significance of the Study…………………………………5
Limitations of the Study…………………………………5
Definition of Terms………………………………………6
CHAPTER TWO LITERATURE REVIEW
English Learning Motivation……………………………9
The Studies Related to English Learning Motivation……13
Parenting Styles…………………………………………14
The Studies Related to Parenting Styles…………17
The Related Literature about Parenting Styles and English Learning Motivation……………………………………18
CHAPTER THREE METHODOLOGY
Participants………………………………………………22
Instruments………………………………………………23
Data Collection…………………………………………26
Data Analysis……………………………………………27
CHAPTER FOUR RESULTS AND DISCUSSION
Results for Research Question One…………………29
Discussion of Results for Research Question One…33
Results for Research Question Two…………………34
Discussion of Results for Research Question Two…40
Results for Research Question Three………………41
Discussion of Results for Research Question Three…46
CHAPTER FIVE CONCLUSION, PEDAGOGICAL IMPLICATIONS AND
SUGGESTIONS
Conclusion…………………………………………………50
Pedagogical Implications………………………………51
Suggestions for Further Study…………………………52
REFERENCES…………………………………………………54
APPENDICES
Appendix A…………………………………………………65
Appendix B…………………………………………………70
Appendix C…………………………………………………74
Appendix D…………………………………………………75
LIST OF TABLES
Table 1 Distribution of Participants………………22
Table 2 Distribution of Participants’ schools……23
Table 3 The Organization of the Questionnaire……23
Table 4 The Distribution of English Learning Motivation
Scale………………………………………………25
Table 5 The Distribution of Parenting Style
Scale………………………………………………26
Table 6 The Descriptive Results of Genders and English
Learning Motivation……………………………30
Table 7 The T-test Results of Genders and English
Learning Motivation……………………………30
Table 8 One-way ANOVA on Grades and English Learning
Motivation…………………………………………31
Table 9 One-way ANOVA on the Ages of Commencement to
Study English and English Learning Motivation…31
Table 10 One-way ANOVA on Father’s Educations and English
Learning Motivation…………………………………32
Table 11 One-way ANOVA on Mother’s Educations and English
Learning Motivation…………………………………32
Table 12 One-way ANOVA on Father’s Occupations and
English Learning Motivation………………………33
Table 13 One-way ANOVA on Mother’s Occupations and
English Learning Motivation………………………33
Table 14 The Results of Parenting Styles and Total
Participants……………………………………………35
Table 15 The Results of Genders and Parenting
Styles……………………………………………………36
Table 16 The Results of Grades and Parenting
Styles……………………………………………………36
Table 17 The Results of the Ages of Commencement Study of
English and Parenting Styles………………………37
Table 18 The Results of Father’s Educations and Parenting
Styles……………………………………………………37
Table 19 The Results of Mather’s Educations and Parenting
Styles……………………………………………………38
Table 20 The Results of Father’s Occupations and
Parenting Styles………………………………………39
Table 21 The Results of Mother’s Occupations and
Parenting Styles………………………………………40
Table 22 The Descriptive Results of Parenting Styles and
English Learning Motivation…………………………42
Table 23 One-way ANOVA on Parenting Styles and English
Learning Motivation…………………………………43
Table 24 Post Hoc Comparison on Parenting Styles and
English Learning Motivation………………………43
Table 25 One-way ANOVA on Parenting Styles and Motivation
Intensity………………………………………………44
Table 26 Post Hoc Comparison on Parenting Styles and
Motivation Intensity………………………………44
Table 27 One-way ANOVA on Parenting Styles and Intrinsic
Motivation………………………………………………45
Table 28 Post Hoc Comparison on Parenting Styles and
Intrinsic Motivation…………………………………45
Table 29 One-way ANOVA on Parenting Styles and
Extrinsic Motivation…………………………………46
Table 30 The Results of One-way ANOVA on Parenting Styles
and Extrinsic Motivaion……………………………46
REFERENCES
Alexander, L. (2006). Did you know that motivation is the key factor in learning a
Language ? Retrieved Sep 12, 2009 from http://www.linguahponegroup.com/learningadvice/motivation.cfm
Ames, C., & Archer, J. (1998). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80 (3), 260-267.
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88.
Baumrind, D. (1978). Parental disciplinary pattern and social competence in children. Youth and Society, 9 (3), 239-276.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.
Brown, H. D. (2001). Teaching by principles: an interactive approach to
Language pedagogy. Addison Wesley Longman, Inc.
Bunim, D. (1997). Parenting style, locus of control, and the propensity to lie in adolescence. Doctoral dissertation, New York University.
Burhans, K. K., & Dweck, C. S. (1995). Helplessness in early children: The role of contingent worth. Child Development, 66, 1719-1738.
Buri, J. R. (1991). Parental authority questionnaire. Journal of Personality Assessment, 57 (1), 110-119.
Chang, W. C. (2003). A study of the phenomenon of bimodal distribution of English test scores on the JBAAT and its resolutions. Retrieved March 4, 2004 from http://grbsearch.stic.gov.tw/tiff/91/rrpg91120850.pdf
Chen, J. H. (2005). Junior high school students’ English learning strategy use and its relationships with their English learning achievements, Thesis, Ta-Yeh University, Nan Tou.
Connel, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and reilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
Crandall, V., & Sinkeldam, C. (1964). Children’s dependent and achievement behaviors in social situations and their perceptual field dependence. Journal of Personality, 32, 1-22.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.
Crystal, D. (1997). The cambridge encyclopedia of language. New York: Cambridge.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation social development, and well-being. American Psychologist, 55, 68-78
Deeba, M. (2006). Motivation: a need for English language learners. Extra New Age. Retrieved Sep 22, 2006 from http://www.newagebd.com/2006/sep/22/xtra_also2.html
Dent, C. W., Flay, B. R., Radziszewska, B. & Richardson, J. L. (1996). Parenting style and adolescent depressive symptoms, smoking, and academic achievement: Ethnic, gender, and SES differences. Journal of Behavioral Medicine, 19 (3), 289-305.
Dornbusch, S M., Lamborn, S .D., Mounts, N. S., & Steinberg, L. (1991). Patterns of
competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62 (5), 1049-1065.
Dornbusch, S. M., Fraleigh, M. J., Leiderman, P. H., Ritter, P. L., & Roberts, D. F. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257.
Dornbusch, S. M., Lamborn, S. D., Mounts, N. S., & Steinberg, L. (1991). Authoritative parenting and adolescent adjustment across varied ecological niches. Journal of Research on Adolescence , 1(1), 19-36.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46-78.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching Research, 31, 117-35.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. New York: Cambridge University Press.
Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, Available: Retrieved Sep 22, 2009 from http://eprints.nottingham.ac.uk/archieve/000000/Motivation_in_action.pdf
Elder, G. H.(1962). Structural variation in the child rearing relationship. Sociometery, 1 (25), 241-262.
Gardner, R. C. (1985). The attitude/motivation test battery: technical report. London, ON: University. of Western Ontario.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold Publishers.
Gardner, R. C. (2001). Language learning motivation: the student, the teacher, and the researcher. Texas Papers in Foreign Language Education, 6, 1-18.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Education Psychology, 82 (3), 525-538.
Huduson, G. (2000). Essential introductory linguistics. Blackwell Publishers
Krashen, S. (2003). Dealing with English fever, selected papers from the twelfth international symposium on English teaching/fifth Pan Asian conference, Taipei: Crane Publishing Company.
Lynch, J. (2002). Parents’ self-efficacy beliefs, parents’ gender, children’s reader self perceptions, reading achievement and gender. Journal of Research in Reading , 25 (1), 54-67.
Maccoby, E. E., & Martin, J. A.(1983). Socialization in the context of the family: parent-child interaction. In Mussen P. H.(Series Ed.) and Hetherington E. M. (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 1-101). New York:Wiley.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in Education. NJ: Prentice-Hall, Inc. A Simon & Schuster Company, Englewood Cliffs.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. New Jersey: Pearson Education, Inc.
Pumroy, D. K.(1966). Maryland parent attitude survey: A research Instrument with social desirability controlled. The Journal of Psychology, 64, 73-78.
Schaefer, E. S.(1959). A circumflex model for maternal behavior. Journal of Abnormal and Social Psychology, 59, 226-315.
Shaaban, K. A., & Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33 (6), 632-644.
Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146.
Sternberg, R. J.,& Williams, W. M. (2002). Educational psychology. Boston: Allyn-Bacon.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔