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| Title: | 英語系大學生英語學習焦慮與學習動機、學習資源及滿意度相關之研究：以政治大學為例
English Learning Anxiety and Its Associations with Learning Motivation, Learning Resources, and Learning Satisfaction among University Students Majoring in English: A Case Study of National Chengchi University |
| Authors: | 鄭喆予
Cheng, Che-Yu |
| Contributors: | 王梅玲
Wang, Mei-Ling
鄭喆予
Cheng, Che-Yu |
| Keywords: | 自我決定論
學習焦慮
學習動機
學習資源
學習滿意度
Self-Determination Theory
Learning Anxiety
Learning Motivation
Learning Resources
Learning Satisfaction |
| Date: | 2025 |
| Issue Date: | 2025-08-04 14:03:22 (UTC+8) |
| Abstract: | 在全球化與雙語政策推動之下，英語能力已成為大學生的核心競爭力，特別對英語系大學生而言，更是學術發展與未來職涯的重要基礎。英語學習過程中常伴隨學習焦慮，進而影響學習動機、資源使用與學習滿意度，成為學習成效的重要障礙。因此本研究以政治大學英語系大學生為研究對象，研究目的在於（1）探討英語系大學生學習焦慮現況與學習特徵；（2）分析英語系大學生對學習動機、學習資源及學習滿意度之看法；（3）檢視學習焦慮與學習動機、學習資源及學習滿意度間的相關性；（4）從自我決定論探討學習動機是否對學習焦慮具相關影響。
本研究採問卷調查法，正式問卷係基於Deci與Ryan(2000)提出之「基本心理需求量表」以及相關文獻綜整編製問卷架構草案後，據此設計問卷並施測前測，並根據前測結果修訂而成。問卷包含基本資料、學習焦慮、學習動機（自主性、勝任感、歸屬感）、學習資源使用與學習滿意度五大構面，分別探討學生在課程參與、課後學習與資源使用上的感受與看法，施測對象為政治大學英語系學生，實際回收有效問卷177份，並以統計軟體SPSS27.0進行資料分析。
研究結果顯示，英語系大學生整體學習焦慮程度屬中等偏低，女性學生顯著高於男性。在學習動機方面，學生普遍具有中高程度動機，特別在勝任感向度表現突出。學生偏好數位與AI學習資源，但圖書館資源使用率偏低。學習焦慮與學習動機、學習資源及學習滿意度皆呈顯著負相關，其中勝任感與學習焦慮間具有中度負相關，顯示其重要性。從自我決定論觀點分析，當學生感受到更高的自主性、勝任感與歸屬感時，學習焦慮顯著降低，尤其勝任感效果最為明顯。
根據以上結果，本研究提出以下建議：學校可加強營造支持自主性與勝任感的學習環境，並強化數位與實體資源的多元運用；教師宜創造多元且低威脅的課堂互動機會，協助學生建立正向學習態度；學生則應有意識地提升學習投入與資源使用，設定可達成的學習目標以降低焦慮與提升學習成效。未來研究可擴大取樣範圍，並採用縱貫式或混合方法，以更全面了解英語學習歷程中動機與焦慮的動態關係。
Under the trend of globalization and the promotion of bilingual policies, English proficiency has become a core competence for university students. For English majors in particular, it is an essential foundation for academic development and future careers. However, the process of learning English is often accompanied by learning anxiety, which negatively affects learning motivation, resource utilization, and learning satisfaction, becoming a major obstacle to learning outcomes. Therefore, this study targeted English major students at National Chengchi University, with research objectives to: (1)explore the current state of learning anxiety and learning characteristics; (2)analyze students’ views on learning motivation, learning resources, and learning satisfaction; (3)examine the relationships among learning anxiety, learning motivation, learning resources, and learning satisfaction; and (4)investigate whether learning motivation is related to learning anxiety from the perspective of self-determination theory.
This study adopted a questionnaire survey method. The formal questionnaire was developed based on the "Basic Psychological Needs Scale" proposed by Deci and Ryan (2000) and relevant literature. After drafting the framework, a pilot test was conducted and subsequent revisions were made based on the results. The questionnaire included five major dimensions: basic information, learning anxiety, learning motivation (autonomy, competence, relatedness), use of learning resources, and learning satisfaction. It explored students' perceptions of classroom participation, extracurricular learning, and resource utilization. A total of 177 valid responses were collected from English major students at National Chengchi University, and data were analyzed using SPSS 27.0.
The results revealed that the overall level of learning anxiety among English major students was moderately low, with female students exhibiting significantly higher anxiety than male students. In terms of learning motivation, students generally showed a medium to high level, with the competence dimension being particularly prominent. Students preferred digital and AI learning resources, while library resources were used less frequently. Learning anxiety showed significant negative correlations with learning motivation, learning resources, and learning satisfaction. Notably, the competence dimension had a moderate negative correlation with learning anxiety, highlighting its importance. From the perspective of self-determination theory, when students experienced higher levels of autonomy, competence, and relatedness, their learning anxiety significantly decreased, with competence having the most pronounced effect.
Based on these findings, this study proposes the following suggestions: universities should enhance supportive learning environments that foster autonomy and competence, and diversify the utilization of both digital and physical learning resources; instructors should create diverse and low-threat classroom interaction opportunities to help students develop a positive learning attitude; students should consciously increase their learning engagement and resource use, set achievable learning goals to reduce anxiety, and improve learning outcomes. Future studies are encouraged to expand the sample scope and adopt longitudinal or mixed-method designs to comprehensively understand the dynamic relationship between motivation and anxiety in English learning processes. |
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| Description: | 碩士
國立政治大學
圖書資訊與檔案學研究所
112155016 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0112155016 |
| Data Type: | thesis |
| Appears in Collections: | [圖書資訊與檔案學研究所] 學位論文
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