| 摘要: | 本研究目的是為了探討彰化地區學童參加讀經班的動機、涉入程度與經典會考之關係。研究對象為彰化地區參加讀經班的學童。研究方法使用問卷調查,採便利抽樣方式發放實施,並使用SPSS統計軟體,進行描述性統計分析、信度分析、獨立樣本t檢定、單因子變異數分析及羅吉斯迴歸分析。 研究中將讀經的動機分為求知動機、增能動機、社交動機、休閒動機四個構面,涉入程度分為重要性涉入、愉悅性涉入、中心性涉入、象徵性涉入四個構面。結果顯示:參加讀經班的學童男女比例相等,學童的年齡以國小1-3年級為最多,他們大都從中班-大班開始讀經,宗教信仰以一般民間信仰為多數。在參與動機方面,以增能動機的平均數最高,其中為了增強記憶力和專注力、為了增強閱讀寫作能力、為了增進自信心、為了開發學習潛能4個題項平均數為前四高。在涉入程度方面,以重要性涉入的平均數最高,其中讀經對我有很大的幫助、讀經讓我更懂事、我認為讀經是有意義的事、讀經使我有自我挑戰的機會、讀經讓我得到成功的經驗5個題項平均數為前五高。 差異性分析發現:在參與動機方面,父親、母親的學歷和開始讀經的年齡變數中有顯著差異;不同年齡、宗教、母親學歷、開始讀經的年齡、讀經的頻率在涉入程度方面有顯著差異。參與讀經的動機與涉入程度皆呈現顯著的正相關。 讀經的學童,參加過彰化經典會考有83%,通過彰化經典會考的學童有80%;而參加全國經典會考的學童有69%,通過全國經典會考的學童只有36%。求知動機在參加彰化經典會考、通過彰化經典會考與參加全國經典會考方面有顯著的預測力;社交動機對參加全國經典會考與通過全國經典會考有顯著的預測力。涉入程度對經典會考則無顯著的預測力。
This study aims to explore the relations among school children’s motivation of at-tending the chanting class, their involvement and their performance in the exam on clas-sics. The research subjects were the school children who attended the chanting class in Changhua. The research method was questionnaire, and the convenience sampling was adopted to distribute the questionnaire copies. SPSS was used for the descriptive statis- tics and analysis, the reliability analysis, the independent sample t test, the One-way ANOVA, and the linear regression analysis. In the research, the motivation of chanting was divided into four dimensions, namely, the knowledge-acquiring motivation, the empowerment motivation, the social motiva-tion, and the leisure motivation; the involvement was also classified into four dimensions, namely the importance involvement, the pleasure involvement, the centrality involvement, and the symbol involvement. According to the results, there was no difference in gender among the school children in the chanting class; most of the school children were the 1st, 2nd and 3rd Grade students who began to chant sutras since preschool days; most of them held folk belief. In terms of participation motivation, the empowerment motivation ranked the highest in mean, and To enhance memory and concentration, To enhance reading and writing, To enhance self-confidence, and To develop learning potential ranked Top 4 in mean. In terms of involvement, the importance involvement ranked the highest in mean, and Chanting sutras is of great help for me, Chanting sutras makes me smarter, I think chanting sutras is meaningful, Chanting sutras gives the chance to challenge myself, and Chanting sutras gives me the experience of success ranked Top 5 in mean. According to the differential analysis, there was significant difference in the educational level of parents and the age at which they began to chant sutras in terms of participation motivation; there was significant difference in age, religion, mother educational level, the age at which they began to chant sutras, and the frequency of chanting sutras in termsof involvement. There was a significant positive correlation between motivation of and involvement in chanting sutras. Of the school children chanting sutras, 83% took the exam on classics, and 80% of them passed the exam; 69% of the school children took the national exam on classics, and only 36% of them passed the exam. The knowledge-acquiring motivation had significant prediction in taking and passing the exam on classics in Changhua and taking the national exam on classics; the social motivation had significant prediction in taking and passing the national exam on classics. The involvement had insignificant prediction in the exam on classics. |
