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題名 研究生學術動機歷程模式之建構
作者 彭月茵
貢獻者 葉玉珠 博士
彭月茵
關鍵詞 希望
師徒功能
意義建構
學術熱情
情緒調節
學術動機
hope
mentoring function
meaning making
academic passion
emotion regulation
academic motivation
日期 2006
上傳時間 17-九月-2009 15:14:43 (UTC+8)
摘要 本研究旨在探討研究生的希望信念、師徒功能、意義建構、學術熱情與情緒調節間的互動關係，以及這些變項對學術動機的影響。本研究以台灣地區公、私立研究所1028位研究生為研究對象，其中包含366位男性、662位女性。研究工具包括希望量表、師徒功能量表、意義建構量表、學術熱情量表、情緒調節量表與學術動機量表。本研究採用單因子多變量變異數分析與潛在變項模式分析進行資料分析。研究發現陳述如下：
一、 以希望信念、師徒功能與意義建構為自變項、以學術熱情與情緒調節能力為中介變項、以學術動機為依變項所建構的路徑模式獲得支持。亦即學術熱情與情緒調節能力會直接影響學術動機；希望信念、師徒功能與意義建構能力則會透過學術熱情與情緒調節能力間接影響學術動機。
二、 參與研究生具有希望信念、知覺到良好的師徒功能、具備意義建構與情緒調節能力、擁有學術熱情與動機。
三、 男性研究生的學術動機高於女性研究生。
四、 已畢業之碩士生的希望信念、所知覺到的師徒功能與意義建構能力均優於全職碩士生。
五、 博士生的希望信念、所知覺到的師徒功能、意義建構能力、學術熱情、情緒調節能力與學術動機皆優於碩士生。
六、 教育學院研究生之希望信念與學術熱情皆高於工學院研究生。
最後，根據本研究主要發現提出若干意見，以提供相關單位與人員在教育以及學術研究上之參考。
The main purpose of this study was to explore the interactive relationships of graduate students’ belief in hope, perceived mentoring function, ability of meaning making, academic passion, and ability of emotion regulation, and further, how these variables might influence their academic motivation. The participants in this study were 1028 graduate students in Taiwan. Among the participants, 366 were males and 662 were females. Moreover, the employed instruments included the Inventory of Hope, the Inventory of Mentoring Function, the Inventory of Meaning Making, the Inventory of Academic Passion, the Inventory of Emotion Regulation, and the Inventory of Academic Motivation. The collected data was analyzed by one-way MANOVA and SEM. The main findings of this study were as follows:
1. The graduate students’ academic passion and ability of emotion regulation had direct effects on their academic motivation; moreover, the graduate students’ belief in hope, perceived mentoring function, and ability of meaning making had indirect effect on their academic motivation via academic passion and ability of emotion regulation.
2. The graduate students had an above-average level of belief in hope, academic passion, and academic motivation. Moreover, they perceived good mentoring function and had good ability of meaning making as well as emotion regulation.
3. Males had stronger academic motivation than females.
4. Graduated students had stronger belief in hope, perceived better mentoring function, and had better ability of meaning making than full-time students.
5. Doctoral students’ belief in hope, perceived mentoring function, ability of meaning making, ability of emotion regulation, academic passion, and academic motivation were better than those of master students.
6. Graduate students in College of Education had stronger belief in hope and academic passion than those in College of Engineering. Finally, the researcher proposed a few suggestions for education and academic research.
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描述 博士
國立政治大學
教育研究所
92152514
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0921525142
資料類型 thesis
dc.contributor.advisor 葉玉珠 博士zh_TW
dc.contributor.author (作者) 彭月茵zh_TW
dc.creator (作者) 彭月茵zh_TW
dc.date (日期) 2006en_US
dc.date.accessioned 17-九月-2009 15:14:43 (UTC+8)-
dc.date.available 17-九月-2009 15:14:43 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 15:14:43 (UTC+8)-
dc.identifier (其他 識別碼) G0921525142en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33076-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 92152514zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究旨在探討研究生的希望信念、師徒功能、意義建構、學術熱情與情緒調節間的互動關係，以及這些變項對學術動機的影響。本研究以台灣地區公、私立研究所1028位研究生為研究對象，其中包含366位男性、662位女性。研究工具包括希望量表、師徒功能量表、意義建構量表、學術熱情量表、情緒調節量表與學術動機量表。本研究採用單因子多變量變異數分析與潛在變項模式分析進行資料分析。研究發現陳述如下：
一、 以希望信念、師徒功能與意義建構為自變項、以學術熱情與情緒調節能力為中介變項、以學術動機為依變項所建構的路徑模式獲得支持。亦即學術熱情與情緒調節能力會直接影響學術動機；希望信念、師徒功能與意義建構能力則會透過學術熱情與情緒調節能力間接影響學術動機。
二、 參與研究生具有希望信念、知覺到良好的師徒功能、具備意義建構與情緒調節能力、擁有學術熱情與動機。
三、 男性研究生的學術動機高於女性研究生。
四、 已畢業之碩士生的希望信念、所知覺到的師徒功能與意義建構能力均優於全職碩士生。
五、 博士生的希望信念、所知覺到的師徒功能、意義建構能力、學術熱情、情緒調節能力與學術動機皆優於碩士生。
六、 教育學院研究生之希望信念與學術熱情皆高於工學院研究生。
最後，根據本研究主要發現提出若干意見，以提供相關單位與人員在教育以及學術研究上之參考。		zh_TW
dc.description.abstract (摘要) The main purpose of this study was to explore the interactive relationships of graduate students’ belief in hope, perceived mentoring function, ability of meaning making, academic passion, and ability of emotion regulation, and further, how these variables might influence their academic motivation. The participants in this study were 1028 graduate students in Taiwan. Among the participants, 366 were males and 662 were females. Moreover, the employed instruments included the Inventory of Hope, the Inventory of Mentoring Function, the Inventory of Meaning Making, the Inventory of Academic Passion, the Inventory of Emotion Regulation, and the Inventory of Academic Motivation. The collected data was analyzed by one-way MANOVA and SEM. The main findings of this study were as follows:
1. The graduate students’ academic passion and ability of emotion regulation had direct effects on their academic motivation; moreover, the graduate students’ belief in hope, perceived mentoring function, and ability of meaning making had indirect effect on their academic motivation via academic passion and ability of emotion regulation.
2. The graduate students had an above-average level of belief in hope, academic passion, and academic motivation. Moreover, they perceived good mentoring function and had good ability of meaning making as well as emotion regulation.
3. Males had stronger academic motivation than females.
4. Graduated students had stronger belief in hope, perceived better mentoring function, and had better ability of meaning making than full-time students.
5. Doctoral students’ belief in hope, perceived mentoring function, ability of meaning making, ability of emotion regulation, academic passion, and academic motivation were better than those of master students.
6. Graduate students in College of Education had stronger belief in hope and academic passion than those in College of Engineering. Finally, the researcher proposed a few suggestions for education and academic research.		en_US
dc.description.tableofcontents 目 次
第一章 緒論……………………………………………………….………….01
第一節 研究動機與目的………………………………………………..01
第二節 名詞釋義………………………………………………..............06
第二章 文獻探討……………………………………………….…………….09
第一節 學術動機………………………………………………..............09
第二節 學術熱情………………………………………………………..20
第三節 情緒調整………………………………………………..............27
第四節 希望信念………………………………………………..............37
第五節 師徒功能…………………………………………...…...............46
第六節 意義建構………………………………………………..………53
第七節 研究生學術動機歷程模式與假設……………………………..62
第三章 研究方法…………………………………………….……………….72
第一節 研究對象………………………………………………..............72
第二節 研究工具………………………………………………………..74
第三節 實施程序………………………………………………………..86
第四節 資料分析………………………………………………………..86
第五節 研究限制………………………………………………………..93
第四章 研究結果………………………………………….………………….95
第一節 描述統計分析………………………..………………...............95
第二節 人口變項在學術動機發展相關變項上之差異情形…….......102
第三節 研究生學術動機發展歷程之模式比較...................................109


第五章 結論、討論與建議…………………………………...…………….128
第一節 結論……………………………...............................................128
第二節 討論.. ……………………………………………………….....145
第三節 建議.. ………………………………………………………….147
參考文獻……………………………………….……………………………..153
一、 中文部分……………………………………..……………….………153
二、 英文部分……………………………………………..………….……154
附錄……………………………………………………………………….…..163
附錄A 開放性問卷………………………………………….………………….…163
附錄B 開放性問卷內容歸類………………………………………......................173
附錄C 研究生論文撰寫經驗量表（預試版）…………………………….…….188
附錄D 研究生論文撰寫經驗量表（正式版）………………………..….……...198
附錄E 學術動機量表之發展……………………………….………………...…..206
附錄F 學術熱情量表之發展………………………………………………..…...219
附錄G 情緒調整策略量表之發展………………...……………….………...…...227
附錄H 希望信念量表之發展……………………………………………….…….243
附錄I 師徒功能量表之發展……………………………………...………...…...250
附錄J 意義建構量表之發展………………………………………...…….….....259





表目次
表1 高、低希望信念之特質……………………….…………………………...…….40
表2 正式與非正式師徒關係之比較…………………………..…. ……..………….49
表3 樣本分佈（N=1028）………………………………….……. ……..………….73
表4 內在品質、外在品質知識配指標與效果量的判斷歸準與詮釋. ……..………….91
表5 研究生在各分量表之現況分析摘要表（N=1028）…………………..……..…….96
表6 不同性別的研究生在各分量表之現況分析摘要表……………………..…...…….97
表7 不同修業狀況之碩士生在各分量表之現況分析摘要表………………….……….98
表8 不同修業狀況之博士生在各分量表之現況分析摘要表………………….……….99
表9 碩、博士生在各分量表之現況分析摘要表………………………………..…….100
表10 理、工與教育學院之受試者在各分量表之現況分析摘要表………………..…...101
表11 文、社科與商學院之受試者在各分量表之現況分析摘要表………………..….102
表12 性別在學術動機發展相關變項上之描述統計摘要表………………………..…103
表13 性別在學術動機發展相關變項上之單變量變異數分析摘要表………………...103
表14 不同修業狀況之碩士生在學術動機發展相關變項上之描述統計摘要表……....104
表15 不同修業狀況碩士生在學術動機發展相關變項之單變量變異數分析摘要表.....105
表16 不同修業狀況之博士生在學術動機發展相關變項上之描述統計摘要表.….…..105
表17 不同修業狀況博士生在學術動機發展相關變項之單變量變異數分析摘要表….106
表18 碩、博士生在學術動機發展相關變項上之描述統計摘要表…………………...107
表19 碩、博士生在學術動機發展歷程相關變項上之單變量變異數分析摘要表…….107
表20 理、工、教育學院之受試者在學術動機發展相關變項上之描述統計摘要表.…108
表21 文、社科、商學院之受試者在論文撰寫相關變項上之描述統計摘要表…….…108
表22 不同學院之研究生在學術動機發展相關變項上之單變量變異數分析摘要表….109
表23多變量的常態分配檢定（N=1028）…………..…………………………….….109
表24 競爭模式一之觀察指標的相關係數矩陣（N＝1028）………………………....110

表25 競爭模式一之因素負荷量的參數估計值摘要表…………………….………….112
表26 競爭模式一之觀察指標的誤差變異數的參數估計值摘要表……………………113
表27 競爭模式一之潛在變項與潛在變項間相關之參數估計值摘要表……………....114
表28 競爭模式一之個別項目信度、潛在變項組合信度與變異數平均解釋量摘要表..114
表29 競爭模式一的整體適配度指標摘要表……………………………………...115
表30 競爭模式一之效果量分析摘要表………………………………………………116
表31 競爭模式二之觀察指標的相關係數矩陣（N＝1028）………………………….117
表32 競爭模式二之因素負荷量的參數估計值摘要表………………………………..119
表33 競爭模式二之觀察變項的誤差變異數參數估計值摘要表……………………..120
表34 競爭模式二之潛在變項與潛在變項間相關之參數估計值摘要表……………....120
表35 競爭模式二之個別項目信度、潛在變項組合信度與變異數平均解釋量摘要表…121
表36 競爭模式二的整體適配度指標摘要表………………………………………....122
表37 競爭模式二之效果量分析摘要表………………………………………………123
表38 二個競爭模式的整體適配評鑑表………………………………………………126
表39 二個競爭模式的效果量比較…………………………………………………...127
表40 本研究的主要分析結果……………………………………………………...128






圖目次
圖1 連續向度上之自我決定、動機類型、調整類型與相關因素……...................…26
圖2 Gross的情緒調整的雙向歷程模式…………………………………..…....….30
圖3 Gross的情緒調整歷程模式……………………………………………......….31
圖4 再修正之員工情緒勞動調整歷程………….. …………….……………...……33
圖5 互動之情緒調整歷程模式………………………………………………...…....36
圖6 希望信念的運作模式…………………………….. ……….……………..….…45
圖7總體與情境意義模式…..………….. ……………………..………………..…...61
圖8 研究生學術動機歷程模式一………….………………….………….…………70
圖9 研究生學術動機歷程模式二…………………..…………….…….. ………....…70
圖10研究生學術動機歷程模式一之潛在變項、觀察指標及估計參數…………….…...89
圖11研究生學術動機歷程模式二之潛在變項、觀察指標及估計參數..….……………90
圖12 研究生學術動機發展歷程的競爭模式一參數估計結果………………...………111
圖13 研究生學術動機發展歷程的競爭模式二參數估計結果………………...………118



附錄表目次
表E1 價值成份分量表的因素矩陣（N=222）……………………………………...207
表E2 期望成份分量表的因素矩陣（N=222）……………………………………...207
表E3 情感成份分量表的因素矩陣（N=222）……………………………………...208
表E4 學術研究動機量表各因素題目與命名….…………………………………..208
表E5 學術動機之信度分析（N=222）……………………………………………209
表E6 二群體在價值成份分量表之適配度指標… …………………………….… 210
表E7 二群體在價值成份分量表之整體適配度指標……………………………..211
表E8 二群體在期望成份分量表之整體度指標…………………………………..213
表E9 二群體在期望成份分量表之整體適配度指標……………………………..214
表E10 二群體在情感成份分量表之適配度指標…………….……………………216
表E11 二群體在情感成份分量表之整體適配度指標……………………………217
表F1 學術熱情量表的因素矩陣（N=222）…………………..……………………220
表F2 學術熱情量表各因素題目與命名…………………………………………..221
表F3 學術熱情量表之信度分析（N=222）…………………………….…………222
表F4 學術熱情量表的因素矩陣（N=514）………………………………………223
表F5 學術熱情量表各因素題目與命名…………………………………………...224
表F6 學術熱情量表之信度分析（N=514）………….……………………………224
表F7 學術熱情量表之適配度指標………………………………………………..225
表G1 情緒察覺分量表的因素矩陣（N=222）…………………………………..…228
表G2 認知調整策略分量表的因素矩陣（N=222）………………………………229
表G3 行為調整策略分量表的因素矩陣（N=222）………………………………230
表G4 後設情緒分量表的因素矩陣……………………………………………..…231
表G5 情緒調節量表各因素題目與命名…………………………………………..232
表G6 情緒調節量表之信度分析（N=222）………………………………………233
表G7 認知調整策略分量表的因素矩陣（N=514）………………………………235
表G8 行為調整策略分量表的因素矩陣（N=514）………………………………236
表G9 後設情緒分量表的因素矩陣（N=514）……………………………………237
表G10 情緒調節策略量表各因素題目與命名……………………………………237
表G11 情緒調節策略量表之信度分析（N=514）…………………………………238
表G12 認知調整策略分量表之適配度指標………………………………………239
表G13 行為調整策略分量表之適配度指標………………………………………240
表G14 後設情緒分量表之適配度指標……………………………………………242
表H1 希望信念量表的因素矩陣（N=222）………………………………………244
表H2 希望信念量表各因素題目與命名………………………………………..…245
表H3 希望信念量表之信度分析（N=222）………………………………………246
表H4 二群體在希望信念量表之適配度指標……………………………………..247
表H5 二群體在希望信念量表之整體適配度指標……………………….……….247
表I1 師徒功能量表的因素矩陣（N=222）…………………………………………251
表I2 師徒功能量表之各因素題目與命名…………………………………………253
表I3 師徒功能量表之信度分析（N=222）…………………………………………254
表I4 二群體在師徒功能量表之適配度指標………………………………………255
表I5 二群體在師徒功能量表之整體適配度指標…………………………………256
表J1 意義建構量表的因素矩陣（N=222）…………………………………………260
表J2 意義建構量表各因素題目與命名…………………………………………...261
表J3 意義建構量表之信度分析（N=222）…………………………………………261
表J4 意義建構量表之因素矩陣（N=514）…………………………………………263
表J5 意義建構量表各因素題目與命名…………………………………………...263
表J6 意義建構量表之信度分析（N=514）…………………………………………264
表J7 意義建構量表之適配度指標…………………………………………..…….264

附錄圖目次
圖E1 群組一的價值成份分量表之測量模式驗證分析模式圖………..…………212
圖E2 群組二的價值成份分量表之測量模式驗證分析模式圖………..…………212
圖E3 群組一的期望成份分量表之測量模式驗證分析模式圖………..…………215
圖E4 群組二的期望成份分量表之測量模式驗證分析模式圖………..…………215
圖E5 群組一的情感成份分量表之測量模式驗證分析模式圖………..…………218
圖E6 群組二的情感成份分量表之測量模式驗證分析模式圖………..…………218
圖F1 學術熱情量表之驗證性因素分析模式……………………………………226
圖G1認知調整策略分量表之驗證性因素分析模式………………………...……240
圖G2 行為調整策略分量表之驗證性因素分析模式………………………..……241
圖G3 後設情緒分量表之驗證性因素分析模式……………………………..……242
圖H1 群組一的希望信念量表之測量模式驗證分析模式圖………………..……248
圖H2 群組二的希望信念量表之測量模式驗證分析模式圖………………..……249
圖I1 群組一的師徒功能量表之測量模式驗證分析模式圖………….………..…257
圖I2 群組二的師徒功能量表之測量模式驗證分析模式圖…….……………..…258
圖J1 意義建構量表之驗證性因素分析模式…………………….……………..…265		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0921525142en_US
dc.subject (關鍵詞) 希望zh_TW
dc.subject (關鍵詞) 師徒功能zh_TW
dc.subject (關鍵詞) 意義建構zh_TW
dc.subject (關鍵詞) 學術熱情zh_TW
dc.subject (關鍵詞) 情緒調節zh_TW
dc.subject (關鍵詞) 學術動機zh_TW
dc.subject (關鍵詞) hopeen_US
dc.subject (關鍵詞) mentoring functionen_US
dc.subject (關鍵詞) meaning makingen_US
dc.subject (關鍵詞) academic passionen_US
dc.subject (關鍵詞) emotion regulationen_US
dc.subject (關鍵詞) academic motivationen_US
dc.title (題名) 研究生學術動機歷程模式之建構zh_TW
dc.type (資料類型) thesisen
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