國中生學習投入之相關因素探討－以數學科為例

NHUIR > College of Social Sciences > Department of Applied Sociology, The M.A. Program of Sociology > Disserations and Theses(M.A. Program in Sociology of Education) > Item 987654321/29886

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/29886

Title:	國中生學習投入之相關因素探討－以數學科為例
Other Titles:	Related Factors of Learning Engagement for Junior High School Students--Taking Mathematics as an Example
Authors:	周敏惠 CHOU, MIN-HUI
Contributors:	應用社會學系教育社會學碩士班張楓明;賴英娟 CHANG, FENG-MING;LAI, YING-CHUAN
Keywords:	自主動機;聯繫感;勝任感;自主性;基本心理需求;教師自主支持;學習投入;學業成就 relatedness;competence;autonomy;basic psychological needs;teachers' autonomy support;autonomous motivation;learning engagement;academic achievement
Date:	2023
Issue Date:	2023-11-16 15:55:25 (UTC+8)
Abstract:	本研究之主題為國中生學習投入之相關因素探討──以數學科為例，旨在探討國中生所知覺到的教師自主支持、基本心理需求（自主性、勝任感及聯繫感）、自主動機、學習投入對學業成就之影響。根據研究之目的，本研究針對台灣地區111學年度11所公立國中之八年級學生為母群體，採分層叢集抽樣方式，進行問卷調查，其有效樣本數為515人。本研究所採用之研究工具包含「教師自主支持」、「基本心理需求」、「自主動機」、「學習投入」，以及「學業成就」等五種量表。本研究以結構方程模式（SEM）進行分析與處理，以檢驗模型整體的適配度情形與變項間的關連性。最後，本研究之研究結果如下：一、國中生所知覺到的教師自主支持對基本心理需求（自主性、勝任感及聯繫感）具有正向且直接之影響效果。二、國中生的自主性之基本心理需求對自主動機無顯著效果；而勝任感與聯繫感對自主動機則具有正向且直接之影響效果。三、國中生的自主動機對學習投入具有正向且直接之影響效果。四、國中生的學習投入對學業成就具有正向且直接之影響效果。　　本研究根據上述研究結果作探討與建議，以供教師或領域相關之人員及未來研究參考。　　This study aims to explore the effects of teachers' autonomous support, basic psychological needs (autonomy, competence, and relatedness), autonomous motivation, and learning engagement on academic achievement. The stratified cluster sampling was used in this study, and the effective sample size was 515 eighth grade students. They were recruited form 11 public junior high schools in Taiwan. The research instruments used in this study included “teachers' autonomous support scale”, “basic psychological needs scale”, “autonomous motivation scale”, “learning engagement scale”, and “academic achievement”. This study uses Structural Equation Modeling (SEM) for analysis and processing to test the overall fitness of the model and the relationship between variables.　　The findings of this study are as follows:1. Teachers' autonomous support has a positive and direct effect on basic psychological needs (autonomy, competence, and relatedness).2. The effect of the autonomy on autonomous motivation was not significant; however, the competence and relatedness have positive and direct effects on autonomous motivation.3. The autonomous motivation has a positive and direct effect on learning engagement.4. The learning engagement has a positive and direct effect on academic achievement.　　Based on the above research results, this study discusses and makes suggestions for reference by teachers or related personnel in the field and future research.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

Files in This Item:

File	Description	Size	Format
111NHU00665002-001.pdf		3184Kb	Adobe PDF	140	View/Open
index.html		0Kb	HTML	210	View/Open

Loading...