政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/32939
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    Title: 家庭與學校變項對學生學業成就動機的影響--一個後設分析
    The effect of family and school variables on students` academic achievement motivation: A meta-analysis
    Authors: 許崇憲
    Chong-shiann Albert Hsu
    Contributors: 馬信行
    詹志禹


    許崇憲
    Chong-shiann Albert Hsu
    Keywords: 成就動機
    後設分析
    自我決定理論
    自我效能理論
    achievement motivation
    meta-analysis
    self-determination theory
    self-efficacy theory
    Date: 2003
    Issue Date: 2009-09-17 14:54:46 (UTC+8)
    Abstract: 此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。
    A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.
    Reference: Reference
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    國立政治大學
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