高中學(xué)生學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)情緒、求助行為與學(xué)業(yè)成就關(guān)系之研究

1、高中學(xué)生學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)情緒、求助行為與學(xué)業(yè)成就關(guān)係之研究The Relationships among Learning Motivation, Learning Emotion, Help-Seeking Behavior and Academic Achievement of Senior High School Students研究生：張雅綸 Chang, Ya-Lun指導(dǎo)教授：鄭明長 Cheng, Ming-Chang【摘要】 本研究的主要目的是:（一）瞭解受試高中學(xué)生學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)情緒、求助行為以及學(xué)業(yè)成就之情形；（二）分析不同背景變項(xiàng)的受試高中學(xué)生在學(xué)習(xí)動(dòng)機(jī)之差異情形；（三）探討受

2、試高中學(xué)生的學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)情緒、求助行為、學(xué)業(yè)成就之關(guān)係；（四）探討受試高中學(xué)生的學(xué)習(xí)動(dòng)機(jī)對學(xué)習(xí)情緒、求助行為、學(xué)業(yè)成就之預(yù)測情形。本研究以叢集隨機(jī)抽樣之方式，抽取985名高中學(xué)生為研究樣本，並以自編的學(xué)習(xí)動(dòng)機(jī)量表、學(xué)習(xí)情緒量表及求助行為量表為研究工具，藉由Hotellings T²、MANOVA、皮爾遜積差相關(guān)、多元迴歸來考驗(yàn)各項(xiàng)假設(shè)。本研究主要發(fā)現(xiàn)如下：一、受試高中學(xué)生學(xué)習(xí)動(dòng)機(jī)表現(xiàn)良好。二、受試高中學(xué)生學(xué)習(xí)情緒表現(xiàn)以正向情緒多於負(fù)向情緒。三、受試高中學(xué)生求助行為之使用以工具性求助多於執(zhí)行性求助。四、受試高中學(xué)生之?dāng)?shù)學(xué)學(xué)習(xí)成績介於60至70分之間。五、不同性別之受試高中學(xué)生在學(xué)習(xí)動(dòng)

3、機(jī)上有顯著差異存在。男生持有的自我概念、興趣、實(shí)用價(jià)值高於女生。六、不同年級之受試高中學(xué)生在學(xué)習(xí)動(dòng)機(jī)上無差異存在。七、不同組別之受試高中學(xué)生在學(xué)習(xí)動(dòng)機(jī)上有顯著差異存在。自然組學(xué)生持有的成功期望、自我概念、成就價(jià)值、興趣、實(shí)用價(jià)值皆高於社會組與未分組之學(xué)生；而社會組與未分組之學(xué)生在難度知覺上則高於自然組學(xué)生。八、受試高中學(xué)生之學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)情緒具有相關(guān)存在。九、受試高中學(xué)生之學(xué)習(xí)動(dòng)機(jī)與求助行為具有相關(guān)存在。十、受試高中學(xué)生之學(xué)習(xí)動(dòng)機(jī)與學(xué)業(yè)成就具有相關(guān)存在。十一、受試高中學(xué)生的學(xué)習(xí)動(dòng)機(jī)能有效預(yù)測其學(xué)習(xí)情緒。興趣及成功期望是正向情緒最有力的預(yù)測變項(xiàng)；難度知覺是負(fù)向情緒最有力的預(yù)測變項(xiàng)。十二、受試高中

4、學(xué)生的學(xué)習(xí)動(dòng)機(jī)能有效預(yù)測其求助行為。成功期望是工具性求助及執(zhí)行性求助最有力的預(yù)測變項(xiàng)。十三、受試高中學(xué)生的學(xué)習(xí)動(dòng)機(jī)能有效預(yù)測其學(xué)業(yè)成就。自我概念是數(shù)學(xué)學(xué)業(yè)成就最有力的預(yù)測變項(xiàng)。 最後，依據(jù)本研究結(jié)果提出相關(guān)建議，提供教師教學(xué)及未來研究之參考。關(guān)鍵字：學(xué)習(xí)動(dòng)機(jī)、期望價(jià)值、求助行為、學(xué)習(xí)情緒、學(xué)業(yè)成就【Abstract】The purposes of this study were to investigate: (1) the situation of subjects learning motivation, learning emotion, help-seeking behavior an

5、d academic achievement; (2) the differences of various background variables in learning motivation; (3) the relationships among learning motivation, learning emotion, help-seeking behavior, and academic achievement of subjects; (4) whether learning motivation predicts learning emotion, help-seeking

6、behavior, and academic achievement. The study chose 985 students as participants from senior high school through cluster random sampling. The instruments used in this study were the self-edited “Learning Motivation Scale”, “Learning Emotion Scale”, and “Help-Seeking Behavior Scale”. The data was ana

7、lyzed by Hotellings T², MANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis. The major findings were as follows:1. Learning motivation of subjects were fine.2. Positive learning emotion of subjects were more conspicuous than negative learning emotion.3. Instrumental hel

8、p-seeking behavior of subjects were more than executive help-seeking behavior.4. The Math scores of subjects were among 60 to 70.5. Significant differences in gender of subjects were shown in learning motivation. Males were higher than females in “self-concept”, “interests”, and “utility values”.6.

9、No differences in grade of subjects were shown in learning motivation.7. Significant differences in group of subjects were shown in learning motivation. The students of natural group were higher than those of social group and no group in “successful expectancy”, “self-concept”, “attainment values”,

10、“interests”, and “utility values”; the students of social group and no group were higher than those of natural group in “perceptions of difficulty”.8. Learning motivation of subjects were correlates with learning emotion.9. Learning motivation of subjects were correlates with help-seeking behavior.1

11、0. Learning motivation of subjects were correlates with academic achievement.11. Learning motivation of subjects could predict learning emotion, “interests” and “successful expectancy” were the most significantly variable in positive emotion; “perceptions of difficulty” was the most significantly va

12、riable in negative emotion.12. Learning motivation of subjects could predict help-seeking behavior, and “successful expectancy” was the most significantly variable in instrumental help-seeking behavior and executive help-seeking behavior.13. Learning motivation of subjects could predict academic achievement, and “self-concept” was the most significantly variable in Math academic achievement.According to these findings, some