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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/127302


    Title: 從自我決定觀點探討經濟弱勢大學生學習動機與學習成效關係之研究─以學習模式為中介變數
    The Application of Self-Determination Theory to Explore Relationships Between Learning Motivations and Learning Outcomes of Economically Disadvantaged College Students: Learning Modes as Mediators
    Authors: 彭耀平
    何希慧
    顏炘怡
    Contributors: 教育與心理研究
    Keywords: 自我決定理論、高等教育、經濟弱勢學生、學生學習成效、學習模式
    Date: 2018-03
    Issue Date: 2019-11-13 16:13:04 (UTC+8)
    Abstract: 高等教育人力資本的養成已成為世界先進國家關注的焦點，上至政府教育部門，下至高等教育機構，皆致力於提升學生學習成效。其中，弱勢學生所衍生的社會與教育問題，長期累積可能阻礙個人與國家整體發展。本研究嘗試從心理動機之自我決定觀點，檢視經濟弱勢和非經濟弱勢學生的學習動機類型，評估其學習模式與學習成效間關係之比較。樣本調查對象以大學生為主，有效問卷共817份，進行兩群組樣本在研究路徑關係之比較。研究結果顯示，非經濟弱勢學生在角色認同、學業認同、探索型學習、應用型學習、認知獲益與非認知獲益的認知程度高於經濟弱勢學生。在路徑分析部分，經濟弱勢學生在學業認同對於不同學習方式的正向影響顯著高於非經濟弱勢學生，且探索型學習對於認知獲益與非認知獲益的正向影響亦優於非經濟弱勢學生。最後，研究結論針對理論模式及後續研究提出建議。
    Higher education, with the function of cultivating human capital, has already become the key focus of advanced countries in the world. From Ministry of Education to higher education institutions, all of them are dedicated to enhancing student learning outcomes. Among them, social and educational problems derived by disadvantaged groups have long been hindering the development of individuals and the whole country. This study attempts to examine the learning motivation types of economically disadvantaged and non-disadvantaged college students, and evaluate the relationship between learning modes and learning outcomes from a self-determination theory perspective. In this study, 817 valid questionnaires were collected to compare the two sample groups in terms of learning path. The study shows that the economically non-disadvantaged students are superior to disadvantaged ones in terms of role identity, academic identity, explorative learning, exploitative learning, cognitive and non-cognitive gains. In regard to path analysis, economically disadvantaged students were significantly superior to non-disadvantaged students in the face of positive influence of academic identity on different learning modes and positive influence of explorative learning on cognitive and non-cognitive gains. Finally, this study proposed some suggestions specific to theoretical model and future study based on the conclusions.
    Relation: 教育與心理研究, 41(1), 61-91
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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