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題名 臺灣北部地區大學生的學習動機、學習投入對學習成效之影響研究
The relationship among learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan
作者 張家淇
Chang, Chia-Chi
貢獻者 陳榮政
Chen, Robin Jung-Chang
張家淇
Chang, Chia-Chi
關鍵詞 學習動機
學習投入
學習成效
結構方程模式
Learning motivation
Learning engagement
Learning outcomes
Structural equation modeling
日期 2017
上傳時間 10-Aug-2017 10:14:04 (UTC+8)
摘要 本研究旨在瞭解當前北部地區大學生的學習動機、學習投入對學習成效之現況；分析不同背景變項下，大學生的學習動機、學習投入對學習成效之差異；探究大學生的學習動機、學習投入對學習成效之線性結構關係。本研究採用問卷調查法，並以臺灣目前就讀北部地區大學校院的大學生為研究對象，總共抽取558 份問卷，回收406份有效問卷，問卷回收率為73%。問卷調查結果採用描述性統計、t 檢定、單因子變異數分析與薛費法、結構方程模式等統計方法進行分析，本研究分析結果如下：
壹、臺灣北部地區大學生的「學生學習動機」與「學生學習成效」之知覺程度屬於「中高程度」，而「學生學習投入」之知覺程度屬於「中低程度」。
貳、不同背景變項下，臺灣北部地區大學生所知覺的「學生學習動機」並無差異。
參、臺灣北部地區大學生，因「公立/國立或私立學校」之不同，而有不同的「學生學習投入」知覺感受，以「私立」大學生知覺最高。
肆、臺灣北部地區大學生，因「工讀時數」之不同，而有不同的「學生學習成效」知覺感受，以工讀時數達「21小時以上」之大學生知覺最高。
伍、臺灣北部地區大學生的「學生學習動機」對促進「學生學習成效」有助益。
陸、臺灣北部地區大學生的「學生學習動機」對促進「學生學習投入」有助益。
柒、臺灣北部地區大學生的「學生學習投入」對促進「學生學習成效」有助益。
捌、臺灣北部地區大學生的「學生學習動機」與「學生學習投入」對提高「學生學習成效」有助益，且「學生學習投入」為「部分中介」變項。
The purposes of this study are to understand the current situation of learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan; to analyze the diversity of different background variables in learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan; to explore the linear structural relationship of learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan. Questionnaire survey was utilised in this study, and undergraduate students in northern Taiwan were adopted as the research objects. 558 questionaires were sent out, which valid questionaires were 406. The validity of the responded questionaires was 73%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Scheffé method, as well as structural equation modeling (SEM). The conclusions of the study are as follows:
1.Undergraduate students’ perception of learning motivation and learning outcomes is above average, while undergraduate students’ perception of learning engagement is under average.
2.There is no significant difference of learning motivation which undergraduate students in northern Taiwan perceive when background variables varies.
3.There is significant difference of learning engagement which undergraduate students in northern Taiwan perceive in terms of public or private schools, especially those who are in private schools perceive the most.
4.There is significant difference of learning outcomes which undergraduate students in northern Taiwan perceive in terms of part-time job hours, especially those who work more than 21 hours perceive the most.
5.Learning motivation of undergraduate students in northern Taiwan has direct effect on learning outcomes.
6.Learning motivation of undergraduate students in northern Taiwan has direct effect on learning engagement.
7.Learning engagement of undergraduate students in northern Taiwan has direct effect on learning outcomes.
8.Learning motivation and learning engagement of undergraduate students in northern Taiwan have direct effect on learning outcomes, and learning engagement plays as a mediator.
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描述 碩士
國立政治大學
教育行政與政策研究所
104171003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104171003
資料類型 thesis
dc.contributor.advisor 陳榮政zh_TW
dc.contributor.advisor Chen, Robin Jung-Changen_US
dc.contributor.author (Authors) 張家淇zh_TW
dc.contributor.author (Authors) Chang, Chia-Chien_US
dc.creator (作者) 張家淇zh_TW
dc.creator (作者) Chang, Chia-Chien_US
dc.date (日期) 2017en_US
dc.date.accessioned 10-Aug-2017 10:14:04 (UTC+8)-
dc.date.available 10-Aug-2017 10:14:04 (UTC+8)-
dc.date.issued (上傳時間) 10-Aug-2017 10:14:04 (UTC+8)-
dc.identifier (Other Identifiers) G0104171003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111856-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育行政與政策研究所zh_TW
dc.description (描述) 104171003zh_TW
dc.description.abstract (摘要) 本研究旨在瞭解當前北部地區大學生的學習動機、學習投入對學習成效之現況；分析不同背景變項下，大學生的學習動機、學習投入對學習成效之差異；探究大學生的學習動機、學習投入對學習成效之線性結構關係。本研究採用問卷調查法，並以臺灣目前就讀北部地區大學校院的大學生為研究對象，總共抽取558 份問卷，回收406份有效問卷，問卷回收率為73%。問卷調查結果採用描述性統計、t 檢定、單因子變異數分析與薛費法、結構方程模式等統計方法進行分析，本研究分析結果如下：
壹、臺灣北部地區大學生的「學生學習動機」與「學生學習成效」之知覺程度屬於「中高程度」，而「學生學習投入」之知覺程度屬於「中低程度」。
貳、不同背景變項下，臺灣北部地區大學生所知覺的「學生學習動機」並無差異。
參、臺灣北部地區大學生，因「公立/國立或私立學校」之不同，而有不同的「學生學習投入」知覺感受，以「私立」大學生知覺最高。
肆、臺灣北部地區大學生，因「工讀時數」之不同，而有不同的「學生學習成效」知覺感受，以工讀時數達「21小時以上」之大學生知覺最高。
伍、臺灣北部地區大學生的「學生學習動機」對促進「學生學習成效」有助益。
陸、臺灣北部地區大學生的「學生學習動機」對促進「學生學習投入」有助益。
柒、臺灣北部地區大學生的「學生學習投入」對促進「學生學習成效」有助益。
捌、臺灣北部地區大學生的「學生學習動機」與「學生學習投入」對提高「學生學習成效」有助益，且「學生學習投入」為「部分中介」變項。		zh_TW
dc.description.abstract (摘要) The purposes of this study are to understand the current situation of learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan; to analyze the diversity of different background variables in learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan; to explore the linear structural relationship of learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan. Questionnaire survey was utilised in this study, and undergraduate students in northern Taiwan were adopted as the research objects. 558 questionaires were sent out, which valid questionaires were 406. The validity of the responded questionaires was 73%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Scheffé method, as well as structural equation modeling (SEM). The conclusions of the study are as follows:
1.Undergraduate students’ perception of learning motivation and learning outcomes is above average, while undergraduate students’ perception of learning engagement is under average.
2.There is no significant difference of learning motivation which undergraduate students in northern Taiwan perceive when background variables varies.
3.There is significant difference of learning engagement which undergraduate students in northern Taiwan perceive in terms of public or private schools, especially those who are in private schools perceive the most.
4.There is significant difference of learning outcomes which undergraduate students in northern Taiwan perceive in terms of part-time job hours, especially those who work more than 21 hours perceive the most.
5.Learning motivation of undergraduate students in northern Taiwan has direct effect on learning outcomes.
6.Learning motivation of undergraduate students in northern Taiwan has direct effect on learning engagement.
7.Learning engagement of undergraduate students in northern Taiwan has direct effect on learning outcomes.
8.Learning motivation and learning engagement of undergraduate students in northern Taiwan have direct effect on learning outcomes, and learning engagement plays as a mediator.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第四節 研究方法與步驟 7
第五節 研究範圍與限制 9
第二章 文獻探討 10
第一節 學生學習動機與成就動機的期望價值理論 10
第二節 學生學習投入的向度與指標 22
第三節 學生學習成效的定義與相關研究 33
第四節 學生學習動機、學習投入與學習成效之相關研究 41
第三章 研究設計與實施 45
第一節 研究架構與變項 45
第二節 研究對象與樣本選取 49
第三節 研究工具 51
第四節 研究實施程序 72
第五節 資料處理 74
第四章 研究結果與分析 75
第一節 學生學習動機、學生學習投入與學生學習成效之現況分析 75
第二節 不同背景變項下學生學習動機、學生學習投入與學生學習成效之差異分析82
第三節 學生學習動機、學生學習投入與學生學習成效之線性結構關係分析 113
第四節 綜合討論 123
第五章 結論與建議 135
第一節 結論 135
第二節 建議 142
參考文獻 148
附錄 164
附錄一 問卷同意書 164
附錄二 預試問卷 165
附錄三 正式問卷 167		zh_TW
dc.format.extent 3040226 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104171003en_US
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) 學習投入zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 結構方程模式zh_TW
dc.subject (關鍵詞) Learning motivationen_US
dc.subject (關鍵詞) Learning engagementen_US
dc.subject (關鍵詞) Learning outcomesen_US
dc.subject (關鍵詞) Structural equation modelingen_US
dc.title (題名) 臺灣北部地區大學生的學習動機、學習投入對學習成效之影響研究zh_TW
dc.title (題名) The relationship among learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 壹、中文文獻
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