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研究生:鄭桂玲
研究生(外文):Kie-Ling Tang
論文名稱:青少年內、外在動機關聯性與自我感知之調節中介效果
論文名稱(外文):The Moderating Mediated Effect of Sense of Self on Intrinsic & Extrinsic Learning Motivations among Adolescents.
指導教授:鄭雯鄭雯引用關係
指導教授(外文):Wen Cheng
學位類別:碩士
校院名稱:國立中山大學
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:2017
畢業學年度:105
語文別:中文
論文頁數:83
中文關鍵詞:中介效果自我感知調節效果外在學習動機內在學習動機學習動機
外文關鍵詞:Moderating EffectMediated EffectExtrinsic Learning MotivationsIntrinsic Learning MotivationsSense of SelfLearning Motivation
相關次數:
  • 被引用被引用:9
  • 點閱點閱:525
  • 評分評分:
  • 下載下載:117
  • 收藏至我的研究室書目清單書目收藏:0
本研究旨在以青少年學習階段之國中生和高中生為例,瞭解不同階段學生的學習動機,即內在動機與外在動機關聯性的調節效果,並探討加入自我感知為中介變項後的差異情形。研究者採用問卷調查法,選取高雄市8所學校進行研究分析,共計有2384名學生參與,得有效問卷2286份。研究工具則使用由Robinson、Switzer、Cohen、Primack、Kapoor、Seltzer與Rubio(2014) 所發展的「學生學習動機量表」,以及由Flury和Ickes(2007)所編制的「自我感知量表」。研究者根據問卷資料以SPSS進行統計分析,以描述性統計、信度分析、T檢定、多元迴歸分析等統計方式進行考驗。
研究結果顯示:
一、國、高中生的內在動機可以正向預測整體外在動機,內、外在動機之間呈現
正相關,也就是說當內在動機高,外在動機也會高。
二、國中生的內在動機可以正向預測外在動機。
三、高中生的內在動機可以正向預測外在動機。
四、加入自我感知為中介變項後,整體外在動機可以被內在動機和自我感知所預測。
五、無論是自我感知弱或自我感知強的人,其內在動機都可以顯著預測正向外在動機,內、外在動機呈現正相關,但是存在的中介影響效果非常小。
這些發現可以幫助青少年對內、外在學習動機及自我感知之間有更多的了解。
This study focuses on the moderating mediated effect of sense of self on intrinsic and extrinsic learning motivations among junior and high school students’. 2286 students from the 7th grades to 12th grades within 8 high schools in Kaohsiung were included. The researchers used questionnaire survey which developed by Robinson, Switzer, Cohen, Primack, Kapoor, Seltzer and Rubio(2014) for the student learning motivation scale, as well as the sense of self scale by Flury and Ickes(2007). The researchers used SPSS to analyze the statistical data, descriptive statistics, reliability analysis, T test, multiple regression analysis, and other statistical methods to test.
The finding were as follows:
The result indicated that overall model and each independent predictor of the model were significant, result suggested that intrinsic and extrinsic motivation positively correlated with each other regardless of junior and senior high schools students’. They were motivated to learn by their own intrinsic interests and curiosity as well as the external rewards.
The junior high school students’ with high intrinsic motivation had stronger extrinsic motivations.
The senior high schoold students’ with high intrinsic motivation had stronger extrinsic motivations.
After adding sense of self as mediated effect, the overall model and each independent predictor of the model were significant.
The result indicated that intrinsic and extrinsic motivation positively correlated with each other regardless of individuals with a weak sense of self or strong sense of self.

The findings could lead to a greater understanding between intrinsic and extrinsic learning motivations with adolescents’ sense of self.
目錄
第一章 緒論 1
第一節 研究動機與背景 1
第二節 研究目的與問題 3
第三節 名詞解釋 3
第二章 文獻探討 4
第一節 自我決定論的定義與內涵 4
第二節 內、外在動機 10
第三節 自我概念 21
第四節 自我概念與年齡的發展相關研究 25
第三章 研究方法 26
第一節 研究架構與設計 26
第二節 研究假設 27
第三節 研究對象 29
第四節 研究工具 30
第五節 資料處理與分析 36
第四章 研究結果 37
第一節 描述性統計 37
第二節 學習階段與內、外在動機之分析 42
第三節 加入自我感知為中介變項後的預測情形 48
第五章 結論與建議 52
第一節 結論 52
第二節 建議 58
參考資料 60
附錄一 預試問卷 68
附錄二 正試問卷 70
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