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研究生:謝慶華
研究生(外文):Hsieh, Ching-Hua
論文名稱:國中生自然與生活科技學習動機、學習參與和學習成就之相關研究
論文名稱(外文):The Study of the Relationship among Motivation, Engagement and Achievement in Junior High School Science Class
指導教授:段曉林段曉林引用關係
指導教授(外文):Tuan, Hsiao-Lin
口試委員:林曉雯靳知勤王國華龔心怡段曉林
口試委員(外文):Lin, Sheau-WenChin, Chi-ChinWang, Kuo-HuaKung, Hsin-YiTuan, Hsiao-Lin
口試日期:2017-7-10
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:120
中文關鍵詞:學習動機學習參與學習成就驗證性因素分析
外文關鍵詞:Motivation in Science LearningEngagement in Science LearningScience AchievementConfirmatory Factor Analysis
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本研究宗旨有三,首先驗證「科學學習動機量表」的因素結構,瞭解國中生自然與生活科技的學習動機現況,其次發展與效化「國中自然與生活科學習參與量表」,並瞭解國中生自然與生活科技的學習參與現況,最後以AMOS結構方程驗證國中生自然與生活科技的學習動機、學習參與以及學習成就之關聯。研究樣本以台南市、高雄市和屏東縣南部三縣市218所國中的二年級學生為母群體,採取分層隨機抽樣,抽取56個常態編班的班級,有效樣本為1608人,進行問卷調查研究。本研究之研究發現如下:一、科學學習動機量表為一階斜交模式,具有良好的信效度。二、科學學習動機現況:學生自然與生活科技課室學習時在自我效能、學習策略、科學學習價值和成就目標方面,高成就生顯著高於中、低成就生,且中成就生顯著高於低成就生。在表現目標和學習環境刺激方面,高成就生顯著高於低成就生,且中成就生顯著高於低成就生。在考試焦慮方面,中成就生顯著高於低成就生。三、學習參與量表為二階三因素模式,具有良好信效度。四、科學學習參與現況:高成就生在認知參與、情緒參與以及行為參與均顯著地高於中、低成就生,中成就生也均顯著地高於低成就生。五、經AMOS結構方程徑路分析結果顯示學習動機之自我效能、學習策略、科學學習價值、成就目標和學習環境刺激會直接影響學習成就。學習動機之自我效能、學習策略、科學學習價值、成就目標和學習環境刺激會直接影響認知參與以及行為參與,再經由認知參與及行為參與影響學習成就;學習動機之自我效能、學習策略、科學學習價值、學習環境刺激和考試焦慮會直接影響情緒參與,而沒有再經由情緒參與影響學習成就。
The purposes of this study were first to develop or confirm questionnaires to assess the motivation and engagement in learning science for junior high school students. Second, using AMOS equation structure modeling was to assess the relationship among motivation, engagement and achievement in junior high school science class. A stratified random sampling was conducted among 218 public junior high schools in Tainan, Kaohsiung and Pingtung cities. Finally 1608 eighth graders from 56 classes were selected in this study. All students were administered science learning motivation questionnaire, science engagement questionnaire and finally collected their science achievement scores of their last monthly science examination scores. The results of this study showed that: (1)”The Motivation in Learning Science Questionnaire” was a first-order oblique model. The questionnaire had high consistency and reliability. (2)The motivation in learning science: On Self-efficacy, learning strategies, science learning value and achievement goal scales, high achievers are significantly higher than average and low achievers, and average achievers are significantly higher than low achievers. On performance goal and learning environment stimulation scales, high achievers are significantly higher than low achievers, and average achievers are significantly higher than low achievers. On examination anxiety scale, average achievers are significantly higher than low achievers. (3)”The Engagement in Learning Science Questionnaire” was three fators of the second-order model. The questionnaire had high consistency and reliability. (4)The engagement in learning science: On behavioral engagement, emotional engagement and cognitive engagement scales, high achievers are significantly higher than average and low achievers, and average achievers are significantly higher than low achievers. (5)By AMOS equation structure modeling, self-efficacy, learning stratege, science learning value, achievement goal and learning environment stimulation of the motivation in learning science had a direct effect on science achievement. Self-efficacy, learning strategies, science learning value, achievement goal and learning environment stimulation of the motivation in learning science had a direct effect on cognitive engagement as well as behavioral engagement, and had an indirect effect on science achievement through cognitive engagement as well as behavioral engagement. Self-efficacy, learning strategies, science learning value, learning environment stimulation and examination anxiety had a direct effect on emotional engagement, but did not have an indirect effect on sciece achievement through emotional engagement.
目 次
中文摘要..............................................ⅰ
英文摘要..............................................ⅱ
目 次.............................................ⅲ
表 次.............................................ⅴ
圖 次.............................................ⅵ

第壹章 緒論..........................................1
第一節 研究背景與動機.................................1
第二節 研究目的與待答問題.............................6
第三節 名詞解釋......................................7
第貳章 文獻探討......................................11
第一節 學習動機......................................11
第二節 學習參與......................................24
第三節 學習動機、學習參與和學習成就之相關研............30
第叁章 研究方法......................................37
第一節 研究架構與研究流程.............................37
第二節 研究對象......................................40
第三節 研究工具......................................41
第四節 資料收集與分析................................46
第肆章 研究結果與討論................................49
第一節 科學學習動機量表的驗證........................49
第二節 不同學習成就學生學習動機的差異性...............66
第三節 國中自然與生活科技學習參與量表的發展與效化......68
第四節 不同學習成就學生學習參與的差異性...............84
第五節 學習動機、學習參與和學習成就三者之間的關係......85
第伍章 結論與建議...................................103
第一節 結論.........................................103
第二節 建議.........................................107
參考文獻.............................................109
中文部份.............................................109
英文部份.............................................111
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