| dc.contributor | 教育博三 | |
| dc.creator (作者) | 蘇泓誠;謝進昌;陳家興 | |
| dc.creator (作者) | Su, Edward Hung-Cheng;Hsieh, Jin-Chang;Chen, Chia-Hsing | |
| dc.date (日期) | 2024-12 | |
| dc.date.accessioned | 13-Jun-2025 09:15:53 (UTC+8) | - |
| dc.date.available | 13-Jun-2025 09:15:53 (UTC+8) | - |
| dc.date.issued (上傳時間) | 13-Jun-2025 09:15:53 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/157319 | - |
| dc.description.abstract (摘要) | 臺灣近年來參與或自行推動許多大型閱讀相關計畫與評量，顯示臺灣對學生閱讀能力與素養的重視，而觀察近幾年來的閱讀趨勢，已逐漸從單一文本轉變為多文本閱讀型態，強調閱讀理解的深入探究以及跨領域知識的整合。培養這種閱讀能力的核心之一為理解閱讀動機的作用，其中包括內在動機和自我概念這兩個關鍵要素。因此，本研究旨在編製多文本閱讀內在動機與自我概念評估量表，以掌握臺灣學生在多文本閱讀情境的內在動機與自我概念，並以多文本閱讀理解測驗表現作為效標。本研究正式施測樣本來自於國小三到六年級學生，最終分析學生數共計為1,448名，進行後續量表的信、效度檢驗。結果顯示，學習階段二（國小中年級）與學習階段三（國小高年級）學生對於內在動機與自我概念分量表Cronbach's α信度皆達0.8以上，表現為良好的作答一致性信度；在驗證性因素分析的結果當中，各學習階段學生在量表資料與模式上皆有良好的適配度、聚斂效度及區別效度；在恆等性的檢驗當中，各試題皆符合標準，顯示具有恆等性的效果；最後，在效標的檢驗上，可發現到學習階段二的學生之內在動機具有顯著預測力，而學習階段三的學生則為自我概念上有顯著預測力，顯示國小不同學習階段在多文本閱讀理解上有不同的影響效果。綜上所述，本量表可作為臺灣國小不同學習階段學生在多文本閱讀內在動機與自我概念的測量工具。 | |
| dc.description.abstract (摘要) | In recent years, Taiwan has participated in various international projects and assessments related to reading. It is evident that Taiwan has emphasized students' reading ability and literacy. In line with recent trends in reading, the focus has shifted from single-text reading to multiple-text reading, which emphasizes in-depth comprehension and integration of interdisciplinary knowledge. Central to fostering this advanced level of reading proficiency is understanding the role of reading motivation, which encompasses intrinsic motivation and self-concept as key components. Thus, the aim of this study was to develop an assessment inventory to measure students' intrinsic motivation and self-concept in multiple-text reading and to use their performance on the Multiple Text Reading Comprehension Test as a criterion. The formal sample for this study consisted of students from grades 3 to 6 in elementary school, with a total of 1,448 students to estimate the reliability and validity of the assessment inventory. The results showed that the internal consistency reliability (Cronbach's α) of the intrinsic motivation and self-concept scales for each learning stage is above 0.8, which indicates good reliability. The results of confirmatory factor analysis showed good model fit, convergent validity, and discriminant validity for the assessment inventory at each learning stage. The invariance tests confirm the equivalence of the measurement across different learning stages. Finally, it was found that students in Learning Stage 2 had significant predictive power for intrinsic motivation, while those in Learning Stage 3 had significant predictive power for self-concept, indicating that there were different effects of different key stages on multi-text reading comprehension. In conclusion, the assessment inventory can serve as a measurement tool for estimating the intrinsic motivation and self-concept of multiple text reading among students at different learning stages in Taiwan. | |
| dc.format.extent | 130 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 臺北市立大學學報. 教育類, Vol.55, No.2, pp.27-46 | |
| dc.subject (關鍵詞) | 內在動機; 多文本閱讀; 自我概念; 測量恆等性 | |
| dc.subject (關鍵詞) | Intrinsic motivation; Multiple text reading; Self-concept; Measurement invariance | |
| dc.title (題名) | 多文本閱讀內在動機與自我概念評估量表的編制 | |
| dc.title (題名) | The Construction of Multiple Text Reading Intrinsic Motivation and Self-Concept Assessment Inventory | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.6336/JUTEE.202412_55(2).0002 | |
| dc.doi.uri (DOI) | https://doi.org/10.6336/JUTEE.202412_55(2).0002 | |
