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    題名: 研究生學術動機歷程模式之建構
    作者: 彭月茵
    貢獻者: 葉玉珠 博士
    彭月茵
    關鍵詞: 希望
    師徒功能
    意義建構
    學術熱情
    情緒調節
    學術動機
    hope
    mentoring function
    meaning making
    academic passion
    emotion regulation
    academic motivation
    日期: 2006
    上傳時間: 2009-09-17 15:14:43 (UTC+8)
    摘要: 本研究旨在探討研究生的希望信念、師徒功能、意義建構、學術熱情與情緒調節間的互動關係，以及這些變項對學術動機的影響。本研究以台灣地區公、私立研究所1028位研究生為研究對象，其中包含366位男性、662位女性。研究工具包括希望量表、師徒功能量表、意義建構量表、學術熱情量表、情緒調節量表與學術動機量表。本研究採用單因子多變量變異數分析與潛在變項模式分析進行資料分析。研究發現陳述如下：
    一、 以希望信念、師徒功能與意義建構為自變項、以學術熱情與情緒調節能力為中介變項、以學術動機為依變項所建構的路徑模式獲得支持。亦即學術熱情與情緒調節能力會直接影響學術動機；希望信念、師徒功能與意義建構能力則會透過學術熱情與情緒調節能力間接影響學術動機。
    二、 參與研究生具有希望信念、知覺到良好的師徒功能、具備意義建構與情緒調節能力、擁有學術熱情與動機。
    三、 男性研究生的學術動機高於女性研究生。
    四、 已畢業之碩士生的希望信念、所知覺到的師徒功能與意義建構能力均優於全職碩士生。
    五、 博士生的希望信念、所知覺到的師徒功能、意義建構能力、學術熱情、情緒調節能力與學術動機皆優於碩士生。
    六、 教育學院研究生之希望信念與學術熱情皆高於工學院研究生。
    最後，根據本研究主要發現提出若干意見，以提供相關單位與人員在教育以及學術研究上之參考。
    The main purpose of this study was to explore the interactive relationships of graduate students’ belief in hope, perceived mentoring function, ability of meaning making, academic passion, and ability of emotion regulation, and further, how these variables might influence their academic motivation. The participants in this study were 1028 graduate students in Taiwan. Among the participants, 366 were males and 662 were females. Moreover, the employed instruments included the Inventory of Hope, the Inventory of Mentoring Function, the Inventory of Meaning Making, the Inventory of Academic Passion, the Inventory of Emotion Regulation, and the Inventory of Academic Motivation. The collected data was analyzed by one-way MANOVA and SEM. The main findings of this study were as follows:
    1. The graduate students’ academic passion and ability of emotion regulation had direct effects on their academic motivation; moreover, the graduate students’ belief in hope, perceived mentoring function, and ability of meaning making had indirect effect on their academic motivation via academic passion and ability of emotion regulation.
    2. The graduate students had an above-average level of belief in hope, academic passion, and academic motivation. Moreover, they perceived good mentoring function and had good ability of meaning making as well as emotion regulation.
    3. Males had stronger academic motivation than females.
    4. Graduated students had stronger belief in hope, perceived better mentoring function, and had better ability of meaning making than full-time students.
    5. Doctoral students’ belief in hope, perceived mentoring function, ability of meaning making, ability of emotion regulation, academic passion, and academic motivation were better than those of master students.
    6. Graduate students in College of Education had stronger belief in hope and academic passion than those in College of Engineering. Finally, the researcher proposed a few suggestions for education and academic research.
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