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研究生:呂佳蓉
研究生(外文):Chia-Jung Lu
論文名稱:測量動機對師大學生學業成就的影響
論文名稱(外文):Measuring the Impact of Motivation on NTNU Students’ Academic Performance
指導教授:施正屏施正屏引用關係
指導教授(外文):Dr. Tony Cheng-Ping Shih
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:國際人力資源發展研究所
學門:教育學門
學類:其他教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:英文
論文頁數:96
中文關鍵詞:動機歸因理論外在動機內在動機自效學業成就
外文關鍵詞:motivationattribution theoryextrinsic motivationintrinsic motivationself-efficacyacademic performance
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本研究以師大大學部修習通識課(管理學及行銷學)學生為研究對象,共232個樣本數來研究動機與學習成就的關係. 研究者以三種動機理論來測試學生的學習成就--包括歸因理論,動機理論,自效理論. 分析工具則採用描述統計,t檢定和迴歸. 本研究發現師大的學生有高度的內在動機. 他們通常把學業成功歸因於"努力";他們擁有自信;他們可以獨力完成一份工作. 此外,他們的父母給他們自主權. 因此本研究建議應加強學生的內在動機與自效,以提高學習成就. 另外,本研究發現人口統計資料對學生有重大影響,如性別: 女生高於男生; 區域則有城鄉差距. 學生家長的收入對學生也有重大影響--較低收入家庭的學生比較高所得家庭的學生動機高. 本研究可增益於老師,家長和學生.
The purpose of this study is to investigate the relationship between motivation and the academic performance in university students at NTNU. The motivation is highly emphasized, which we use three theories including attribution theory, intrinsic motivation and extrinsic motivation, and self-efficacy to test the hypotheses in this study. The researcher uses the self-designed questionnaire to explore students’ motivation. The participants are 232 students, from freshmen to senior, who take the General Education courses (management and marketing) in NTNU.
The researcher used descriptive statistics, t-test, and regression to examine variables among them and analyzed the interaction with the academic performance. This study discovered that there’s a positive relationship between students’ motivation and academic performance. Generally speaking, NTNU students have high motivations. And they are hardworking persons; they have confidence in themselves. They also own independent ability to complete a job. Besides, their parents give them autonomy. Thus, it’s important to enhance students’ intrinsic motivation and self-efficacy, so that they can improve their academic performance. In addition, the demographics have influences on their academic performance, for example, gender: male get worse grades than females; region (rural or urban): the region has large gaps between rural and urban. Also, the income of their parents has much effect on students’ motivation. Lower income students have higher motivations than upper income students. This study can benefit teachers, parents, and students.

TABLE OF CONTENTS
Abstract ….I
Table of Contents ..III
List of Tables ...V
List of Figures ..VII
CHAPTER I. INTRODUCTION………………………………………...1
Background of the Study …1
Statement of the Problem …2
Purposes of the Study …3
Research Questions …3
Significance of the Study …3
Delimitations and Limitations …3
Definition of Terms …4
CHAPTER II. LITERATURE REVIEW ...5
Motivation …5
Academic Performance ..11
Studies on Motivation and Academic Performance ..13
CHAPTER III. METHODOLOGY .17
Research Methods ..17
Research Hypothesis………………………………………………………………..17
Research Framework ..18
Population and Sampling ..19
Instrumentation....................................................................................................19
Research Procedure..............................................................................................21
Validity and Reliability........................................................................................22
Data Analysis Method..........................................................................................26
CHAPTER IV. DESCRIPTIVE STATISTICS AND DISCUSSIONS....31
Model 1 (Weiner: Attribution Theory)………………………...…………….......31
Model 2 (Extrinsic Motivation vs. Intrinsic Motivation)…....………………….32
Model 3 (Self-efficacy).………………………………………………………...33
CHAPTER V. REGRESSION .47
Model 1 vs. y9 (Attribution Theory vs. Grade of the Best Subject in College Basic Competency Test)…..…………………………………………...47
Model 1 vs. y11 (Attribution Theory vs. Grade of the Worst Subject in College Basic Competency Test)……………………………………………….51
Model 2 vs. y9 (Extrinsic Motivation & Intrinsic Motivation vs. Grade of the Best Subject in College Basic Competency Test)..…...……...……………...….55
Model 2 vs. y11 (Extrinsic Motivation & Intrinsic Motivation vs. Grade of the Worst Subject in College Basic Competency Test).....………………………….60
Model 3 vs. y9 (Self-efficacy vs. Grade of the Best Subject in College Basic Competency Test)……........................…………………………………...64
Model 3 vs. y11 (Self-efficacy vs. Grade of the Worst Subject in College Basic Competency Test)…….…………………………………………………..68
CHAPTER VI. CONCLUSIONS AND RECOMMENDATIONS……..77
Conclusions & Suggestions…...………………………………………………...77
Recommendations for Future Research………………………………………...80
REFERENCES .83
APPENDIX A: MOTIVATION QUESTIONNAIRE ..87
APPENDIX B: MOTIVATION QUESTIONNAIRE (CHINESE)………………..89
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