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研究生:蘇渝雅
論文名稱:國中學生閱讀動機、情緒與創造力之關係研究
論文名稱(外文):The Relationships among Reading Motivation, Affect,and Creativity of Junior High School Students in Taiwan
指導教授:王智弘王智弘引用關係
指導教授(外文):Chih-Hung Wang
學位類別:碩士
校院名稱:國立彰化師範大學
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:2011
畢業學年度:99
語文別:中文
論文頁數:308
中文關鍵詞:閱讀動機情緒創造力結構方程式
外文關鍵詞:reading motivationaffectcreativitystructural equation modeling
相關次數:
  • 被引用被引用:7
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  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
本研究之目的在於探討國中學生閱讀動機、情緒與創造力之關
係,首先使用描述性統計進行資料處理與分析,接著以結構方程模式
驗證模式適配度,然後由校正樣本與效度樣本進行模式的複核效化檢
測,比較不同性別、年級、社經地位的國中生其閱讀動機、情緒與創
造力的差異性。本研究的結果如下:(一)國中學生的閱讀動機現況為
中等程度。(二)國中學生閱讀課外題物的頻率多為一個月一次。(三)
國中學生的情緒現況為中等程度。(四)國中學生的創造力現況為中等
程度。(五)國中學生的閱讀動機對創造力有正向影響;國中生的情緒
對創造力有正向的影響,但國中學生的閱讀動機對其創造力的影響大
於情緒對其創造力的影響。(六)國中學生的閱讀動機與情緒之間無顯
著關係。(七)本研究建構的國中學生閱讀動機、情緒與創造力之結構
模式具有跨樣本的有效性與延展性。(八)不同性別的國中學生的閱讀
動機、情緒與創造有顯著差異,並且女學生多於男學生。(九)不同年
級的國中學生的情緒與創造無顯著差異,但在閱讀動機上則是國一學
生高於國二學生。(十)不同社經地位的國中學生的情緒與創造無顯著
差異,但在閱讀動機上則是高社經地位的學生高於中低社經地位的學
生。最後,本研究根據研究結果提出對學校教育與未來研究的建議。
The purpose of this study was to investigate the relationships among
reading motivation, affect, and creativity. The collected data were analyzed
and structural equation modeling was used to validate the model fit of
hypothesized model. Gender, grade and SES differences were examined in
junior high school students’ reading motivation, affect, and creativity.
Major findings indicated that junior high school students perceived an
intermediate level on reading motivation, affect, and creativity. Second,
students’ reading motivation and affect had a positive effect on creativity,
and the effect of reading motivation was greater than affect while
influencing creativity. Third, there was no significant correlation between
students’ reading motivation and affect. Fourth, the structural model in the
present study was cross-validated. Fifth, there were differences on students’
reading motivation, affect, and creativity in genders, and girls had more
reading motivation, affect and creativity than boys. Sixth, there were no
differences on students’ affect and creativity in grades, but seventh graders
had more reading motivation than eighth graders. Seventh, there were no
differences on students’ affect and creativity in SES, but high SES students
had more reading motivation than middle and low SES students. Based on
the results, the implications of these findings were discussed and
suggestions were provided for schooling and future research.
中文摘要 I
英文摘要 II
目次 III
表次 VI
圖次 XIV
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 7
第三節 重要名詞釋義 8
第四節 研究範圍 10
第二章 文獻探討 11
第一節 閱讀動機的理論基礎與相關研究 11
第二節 情緒的理論基礎與相關研究 36
第三節 創造力的理論基礎與相關研究 55
第四節 閱讀動機、情緒與創造力關係之探討 88
第三章 研究方法 95
第一節 研究架構 95
第二節 研究假設 97
第三節 研究對象 98
第四節 研究工具 101
第五節 資料處理與分析 204
第四章 結果與討論 207
第一節 國中學生閱讀動機、情緒與創造力之現況分析 207
第二節 閱讀動機、情緒與創造力之測量模式檢驗 212
第三節 閱讀動機、情緒與創造力之結構模式檢驗 236
第四節 不同性別的多樣本結構方程模式分析 244
第五節 不同年級的多樣本結構方程模式分析 249
第六節 不同社經地位的獨立樣本單因子變異數 254
第七節 綜合討論 258
第五章 結論與建議 269
第一節 結論 269
第二節 建議 272
參考文獻 277
中文部份 277
英文部份 280
附錄
附錄一 閱讀動機量表授權使用同意書 301
附錄二 情緒量表授權使用同意書 302
附錄三 創造力量表授權使用同意書 303
附錄四 專家效度審查學者名單 304
附錄五 國中學生閱讀動機、情緒與創造力之正式問卷 305

表次
表3-1 各地區之預試回收率與有效率 98
表3-2 正式樣本之學校數比例與實際抽樣校數表 99
表3-3 抽樣縣市及正式問卷回收狀況統計表 100
表3-4 閱讀動機項目分析 105
表3-5 閱讀頻率項目分析 106
表3-6模式適配度指標判斷規準 110
表3-7 閱讀效能測量模式之偏態與峰度摘要 111
表3-8 閱讀效能測量模式路徑係數估計 111
表3-9閱讀效能測量模式適配指標值 112
表3-10 閱讀好奇測量模式1 之偏態與峰度摘要 113
表3-11 閱讀好奇測量模式1 路徑係數估計 113
表3-12 閱讀好奇模式1 適配指標值 114
表3-13 閱讀好奇測量模式2 路徑係數估計 115
表3-14 閱讀好奇模式2 適配指標值 116
表3-15 閱讀好奇測量模式3 路徑係數估計 117
表3-16 閱讀好奇模式3 適配指標值 117
表3-17 閱讀投入測量模式之偏態與峰度摘要 119
表3-18 閱讀投入測量模式路徑係數估計 119
表3-19 閱讀投入模式適配指標值 120
表3-20 閱讀投入測量模式之偏態與峰度摘要 121
表3-21 競爭測量模式之偏態與峰度摘要 122
表3-22 競爭測量模式1 路徑係數估計 122
表3-23 競爭模式適配指標值 123
表3-24 競爭測量模式2 路徑係數估計 124
表3-25 競爭模式2適配指標值 125
表3-26 競爭測量模式3 路徑係數估計 126
表3-27 競爭模式3適配指標值 126
表3-28 競爭測量模式4 路徑係數估計 128
表3-29 競爭模式4適配指標值 128
表3-30 競爭測量模式5 路徑係數估計 129
表3-31 競爭模式5適配指標值 130
表3-32 認同測量模式1 之偏態與峰度摘要 131
表3-33 認同測量模式1 路徑係數估計 131
表3-34 認同模式1適配指標值 132
表3-35 認同測量模式2 路徑係數估計- 133
表3-36 認同模式2適配指標值 134
表3-37 認同測量模式3 路徑係數估計 135
表3-38 認同模式3適配指標值 135
表3-39 成績測量模式之偏態與峰度摘要 136
表3-40 成績測量模式路徑係數估計 137
表3-41 成績模式適配指標值 137
表3-42 閱讀頻率測量模式之偏態與峰度摘要 138
表3-43 閱讀頻率測量模式路徑係數估計 138
表3-44 閱讀頻率模式適配指標值 139
表3-45 閱讀動機量表信度分析摘要表 140
表3-46「閱讀動機量表」分量表、題號及題數 141
表3-47「閱讀頻率量表」分量表、題號及題數 141
表3-48 情緒量表項目分析 143
表3-49 負向情緒測量模式1 之偏態與峰度摘要 146
表3-50 負向情緒模式1 路徑係數估計 146
表3-51 負向情緒模式1 適配指標值 147
表3-52 負向情緒模式2 路徑係數估計 149
表3-53 負向情緒模式2 適配指標值 149
表3-54 負向情緒模式3 路徑係數估計 151
表3-55 負向情緒模式3 適配指標值 151
表3-56 負向情緒模式4 路徑係數估計 154
表3-57 負向情緒模式4 適配指標值 154
表3-58 負向情緒模式5 路徑係數估計 156
表3-59 負向情緒模式5 適配指標值 156
表3-60 負向情緒模式6 路徑係數估計 158
表3-61 負向情緒模式6 適配指標值 159
表3-62 負向情緒模式7 路徑係數估計 160
表3-63 負向情緒模式7 適配指標值 161
表3-64 負向情緒模式8 路徑係數估計 163
表3-65 負向情緒模式8 適配指標值 163
表3-66 負向情緒模式9 路徑係數估計 164
表3-67 負向情緒模式8 適配指標值 165
表3-68 正向情緒測量模式之偏態與峰度摘要 167
表3-69 正向情緒模式路徑係數估計 167
表3-70 正向情緒模式1 適配指標值 168
表3-71 正向情緒模式2 路徑係數估計 170
表3-72 正向情緒模式2 適配指標值 170
表3-73 正向情緒模式3 路徑係數估計 172
表3-74 正向情緒模式3 適配指標值 172
表3-75 正向情緒模式4 路徑係數估計 175
表3-76 正向情緒模式4 適配指標值 175
表3-77 正向情緒模式5 路徑係數估計 177
表3-78 正向情緒模式5 適配指標值 177
表3-79 正向情緒模式6 路徑係數估計 179
表3-80 正向情緒模式6 適配指標值 180
表3-81 正向情緒模式7 路徑係數估計 182
表3-82 正向情緒模式7 適配指標值 182
表3-83 正向情緒模式8 路徑係數估計 184
表3-84 正向情緒模式8 適配指標值 184
表3-85 正向情緒模式9 路徑係數估計 185
表3-86 正向情緒模式9 適配指標值 186
表3-87 情緒量表信度分析摘要表 187
表3-88「情緒量表」分量表、題號及題數 187
表3-89 創造力量表項目分析 189
表3-90 創意投入測量模式之偏態與峰度摘要 191
表3-91 創意投入模式路徑係數估計 192
表3-92 創意投入模式適配指標值 192
表3-93 創意認知型態測量模式之偏態與峰度摘要 193
表3-94 創意認知型態模式路徑係數估計 194
表3-95 創意認知模式適配指標值 194
表3-96 自發性測量模式之偏態與峰度摘要 195
表3-97 自發性模式路徑係數估計 196
表3-98 自發性模式適配指標值 196
表3-99 容忍性測量模式之偏態與峰度摘要 197
表3-100 容忍性模式路徑係數估計 198
表3-101 容忍性模式適配指標值 198
表3-102 幻想力測量模式之偏態與峰度摘要 199
表3-103 幻想力模式路徑係數估計 200
表3-104 幻想力模式適配指標值 200
表3-105 幻想力測量模式2 之偏態與峰度摘要 201
表3-106 創造力量表信度分析摘要表 202
表3-107「創造力量表」分量表、題號及題數 203
表3-108 模式適配度指標標準 205
表4-1 國中學生閱讀動機現況分析摘要表 208
表4-2 國中學生閱讀頻率現況分析摘要表 209
表4-3 國中學生情緒現況分析摘要表 210
表4-4 國中學生創造力現況分析摘要表 211
表4-5 閱讀動機測量模式1 之偏態與峰度摘要 213
表4-6 閱讀動機測量模式1 路徑係數估計 213
表4-7 閱讀動機測量模式1 適配指標值 214
表4-8 閱讀動機測量模式2 路徑係數估計 215
表4-9 閱讀動機測量模式2 適配指標值 216
表4-10 閱讀動機測量模式3 路徑係數估計 218
表4-11 閱讀動機與閱讀頻率測量模式3 適配指標值 218
表4-12 閱讀動機測量模式4 路徑係數估計 220
表4-13 閱讀動機測量模式4 適配指標值 221
表4-14 閱讀頻率模式之偏態與峰度摘要 222
表4-15 閱讀頻率測量模式路徑係數估計 223
表4-16 閱讀頻率測量模式適配指標值 223
表4-17 情緒測量模式之偏態與峰度摘要 224
表4-18 負向情緒測量模式路徑係數估計 226
表4-19 負向情緒測量模式適配指標值 227
表4-20 正向情緒測量模式1 路徑係數估計 229
表4-21 正向情緒測量模式1 適配指標值 230
表4-22 正向情緒測量模式2 路徑係數估計 231
表4-23 正向情緒測量模式2 適配指標值 232
表4-24 創造力測量模式之偏態與峰度摘要 233
表4-25 創造力測量模式路徑係數估計 233
表4-26 創造力測量模式適配指標值 234
表4-27 閱讀動機、情緒與創造力測量模式路徑係數估計 237
表4-28 閱讀動機、情緒與創造力測量模式適配指標值 238
表4-29 閱讀動機、情緒與創造力之結構模式(效度樣本) 241
表4-30 閱讀動機、情緒與創造力之結構模式(效度樣本)適配指標值 242
表4-31 不同性別模式之恆等性檢驗各項適配指標值 246
表4-32 不同性別模式之χ2 差異檢驗結果 246
表4-33 不同性別學生閱讀動機之獨立樣本t 考驗摘要表 247
表4-34 不同性別學生情緒之獨立樣本t 考驗摘要表 248
表4-35 不同性別學生創造力之獨立樣本t 考驗摘要表 248
表4-36 不同年級模式之恆等性檢驗各項適配指標值 251
表4-37 不同年級模式之χ2 差異檢驗結果 251
表4-38 不同年級學生閱讀動機之獨立樣本t 考驗摘要表 252
表4-39 不同年級學生情緒之獨立樣本t 考驗摘要表 253
表4-40 不同年級學生創造力之獨立樣本t 考驗摘要表 253
表4-41 不同社經地位學生閱讀動機獨立樣本單因子變異數摘要表 255
表4-42 不同社經地位學生情緒之獨立樣本單因子變異數摘要表 256
表4-43 不同社經地位學生創造力之獨立樣本單因子變異數摘要表 257

圖次
圖3-1 研究架構 96
圖3-2 閱讀效能測量模式圖 111
圖3-3 閱讀好奇模式1 113
圖3-4 閱讀好奇模式2 115
圖3-5 閱讀好奇模式3 116
圖3-6閱讀投入模式 118
圖3-7 閱讀重要性模式 120
圖3-8競爭模式1 121
圖3-9競爭模式2 124
圖3-10 競爭模式3 125
圖3-11 競爭模式4 127
圖3-12 競爭模式5 129
圖3-13 認同模式1 131
圖3-14 認同模式2 133
圖3-15 認同模式 134
圖3-16 成績模式 136
圖3-17 閱讀頻率模式 138
圖3-18 負向情緒測量模式 145
圖3-19 負向情緒模式2 148
圖3-20 負向情緒模式3 150
圖3-21 負向情緒模式4 153
圖3-22 負向情緒模式5 155
圖3-23 負向情緒模式6 158
圖3-24 負向情緒模式7 160
圖3-25 負向情緒模式8 162
圖3-26 負向情緒模式9 164
圖3-27 正向情緒測量模式 166
圖3-28 正向情緒模式2 169
圖3-29 正向情緒模式3 171
圖3-30 正向情緒模式4 174
圖3-31 正向情緒模式5 176
圖3-32 正向情緒模式6 179
圖3-33 正向情緒模式7 181
圖3-34 正向情緒模式8 183
圖3-35 正向情緒模式9 185
圖3-36 創意投入測量模式 191
圖3-37 創意認知型態測量模式 193
圖3-38 自發性測量模式 195
圖3-39 容忍性測量模式 197
圖3-40 幻想力測量模式 199
圖3-41 幻想力測量2 模式 201
圖4-1 閱讀動機測量模式1 212
圖4-2 閱讀動機測量模式2 215
圖4-3 閱讀動機測量模式3 217
圖4-4 閱讀動機測量模式4 220
圖4-5 閱讀頻率測量模式 222
圖4-6 情緒測量模式 224
圖4-7 負向情緒之測量模式 225
圖4-8 正向情緒之測量模式1 228
圖4-9 正向情緒之測量模式2 231
圖4-10 創造力測量模式 233
圖4-11閱讀動機、情緒與創造力之結構模式圖236
圖4-12 閱讀動機、情緒與創 造力之結構模式圖(效度樣本)240
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