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研究生:林帆緯
研究生(外文):Fan-Wei Lin
論文名稱:臺中市國中生完美主義與學習投入關係之研究
論文名稱(外文):The Study of the Relationship between Perfectionism and Learning Engagement of Junior High Students in Taichung City
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
畢業學年度:103
語文別:中文
論文頁數:215
中文關鍵詞:完美主義學習投入學習逃離
外文關鍵詞:perfectionismlearning engagementlearning disengagement
相關次數:
  • 被引用被引用:11
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本研究目的主要探討臺中市國中生完美主義與學習投入之間的相關性,以「多向度完美主義量表」與「學習投入量表」作為研究工具,用描述性統計、t 考驗、皮爾森積差相關與階層迴歸等統計方法,進行資料處理分析。所得研究結果如下:(一)臺中市國中生在「完美主義」、「學習投入」的表現接近中等程度;(二)國中男生在「父母期望」顯著高於國中女生;(三)國中生一年級在「父母期望」面向顯著高於二年級;(四)國中男生在「行為逃離」、「情緒逃離」、「認知逃離」、「投入的動力」,有顯著高於女生的情形;(五)國中女生在「行為投入」明顯優於男生;(六)「完美主義」與「學習投入」有顯著相關;(七)「個人標準」、「組織」對「行為投入」、「情緒投入」、「投入的動力」、「認知投入」達到顯著正向相關與預測力;(八)「在乎失誤」、「父母責難」對「行為逃離」、「認知逃離」、「逃離的動力」、「情緒逃離」呈現顯著正相關與預測力。
本研究依據結果提出建議,以供學校、教師、家長及未來研究者之參考。

The main purpose of this study was to investigate the relationship between perfectionism and learning engagement of junior high school students in City Taichung. Questionnaire survey was adopted as the research method. The participants were 677 students from junior high schools in Taichung City. The instruments used in this study included ‘’Multidimensional Perfectionism Scale’’, ‘’Learning Engagement Scale’’. The data collected were analyzed by applying descriptive statistics, t-test, Pearson Product-Moment correlation, and multiple regression analysis. The major results were summarized as follows:
1. Junior high school students scored medium on perfectionism, learning engagement.
2. Male students scored higher points in parental expectation than female.
3. Seventh-grader scored higher points in parental expectation than eighth-grader.
4. Male students scored higher points in behavioral disengagement , emotional disengagement ,cognitive disengagement and agentic engagement than female.
5. Female students scored higher points in behavioral engagement than male.
6. There were significant positive correlation between “perfectionism” and “learning engagement”.
7. There were significant positive correlation between “personal standards”, “organization” and “behavioral engagement”, “emotional engagement”, “agentic engagement”, and “cognitive engagement”. Specially, “personal standards”, “organization” can positively predict “emotional engagement”, “agentic engagement”, “cognitive engagement”, and “behavioral engagement”.
8. There were significant positive correlation between “concern for mistakes” ,“parental criticism” and “behavioral disengagement”, “emotional disengagement”, “agentic disengagement”, and “cognitive disengagement”. Additionally, “parental criticism” and “concern for mistakes” can positively predict “behavioral disengagement”, “emotional disengagement”, “agentic disengagement”, and “cognitive disengagement”.
Based on the above conclusions, the suggestions of the findings were made for school administrators, teachers and parents in junior high school, and future researchers.

目錄
中文摘要 ................................... i
英文摘要 ................................... ii
目錄 ...................................... iv
表次 ........................................vi
圖次 ....................................... viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 名詞解釋 5
第四節 研究範圍與限制 6
第二章 文獻探討 9
第一節 完美主義的意涵、特徵、理論與相關研究 9
第二節 學習投入的意義、內涵、理論基礎與相關研究 34
第三節 完美主義與學習投入的關係 71
第三章 研究方法 77
第一節 研究架構 77
第二節 研究假設 78
第三節 研究對象 79
第四節 研究工具 82
第五節 資料處理與分析 95
第四章 研究結果與討論 97
第一節 臺中市國中生完美主義與學習投入的現況 97
第二節 不同背景變項下臺中市國中生完美主義與學習投入之差異性分析 100
第三節 臺中市國中生完美主義與學習投入之相關分析 107
第四節 臺中市國中生完美主義對學習投入之預測分析 111
第五章 結論與建議 145
第一節 結論 145
第二節 建議 149
參考文獻 157
附錄一 學習投入的意義彙整 179
附錄二 多向度完美主義量表使用同意 185
附錄三 學習投入量表使用同意書 190
附錄四 專家效度名單 194
附錄五 專家效度問卷 195
附錄六 預試問卷 208
附錄七 正式問卷 212

表次
表 3-1 樣本之抽樣學校數與班級數 81
表3-2 正式樣本人數統計表 82
表3-3 多向度完美主義量表項目分析摘要表 86
表3-4 多向度完美主義量表各分量表之KMO、信度分析摘要表 89
表3-5 「多向度完美主義量表」的分量表、題號及題數 90
表3-6 學習投入量表八面向量表項目分析 92
表3-7 學習投入量表各分量表之KMO、信度分析摘要表 95
表4-1 完美主義五面向的平均數與標準差現況分析摘要表 98
表4-2 學習投入八面向的平均數與標準差現況分析摘要表 99
表4-3 不同性別的臺中市國中生在完美主義之差異分析摘要表 101
表4-4 不同年級的臺中市國中生在完美主義之差異分析摘要表 103
表4-5 不同性別的臺中市國中生在學習投入之t 考驗摘要表 105
表4-6 不同年級的臺中市國中生在學習投入之t 考驗摘要表 106
表4-7 完美主義與學習投入之積差相關矩陣 108
表4-8 完美主義與學習逃離之積差相關矩陣 110
表4-9 完美主義與行為投入之階層迴歸分析結果摘要表 113
表4-10 完美主義與行為逃離之階層迴歸分析結果摘要表 116
表4-11 完美主義與情緒投入之階層迴歸分析結果摘要表 118
表4-12 完美主義與情緒逃離之階層迴歸分析結果摘要表 120
表4-13 完美主義與投入的動力之階層迴歸分析結果摘要表 124
表4-14 完美主義與逃離的動力之階層迴歸分析結果摘要表 127
表4-15 完美主義與認知投入之階層迴歸分析結果摘要表 131
表4-16 完美主義與認知逃離之階層迴歸分析結果摘要表 134
表4-17 完美主義與投入(總平)之階層迴歸分析結果摘要表 138
表4-18 完美主義與逃離(總平)之階層迴歸分析結果摘要表 140
表4-19 完美主義分面向進入學習投入分面向階層迴歸模式總表 144

圖次
圖2-1 學生學業投入的模式 49
圖2-2 學生學習投入之自我學習模式 54
圖2-3 參與認同模式 56
圖2-4 動機與學習投入輪 59
圖3-1 研究架構 77

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