政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/111856

政大典藏 > College of Education > Graduate Institute of Educational Administration and Policy > Theses > Item 140.119/111856

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/111856

Title:	臺灣北部地區大學生的學習動機、學習投入對學習成效之影響研究 The relationship among learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan
Authors:	張家淇 Chang, Chia-Chi
Contributors:	陳榮政 Chen, Robin Jung-Chang 張家淇 Chang, Chia-Chi
Keywords:	學習動機學習投入學習成效結構方程模式 Learning motivation Learning engagement Learning outcomes Structural equation modeling
Date:	2017
Issue Date:	2017-08-10 10:14:04 (UTC+8)
Abstract:	本研究旨在瞭解當前北部地區大學生的學習動機、學習投入對學習成效之現況；分析不同背景變項下，大學生的學習動機、學習投入對學習成效之差異；探究大學生的學習動機、學習投入對學習成效之線性結構關係。本研究採用問卷調查法，並以臺灣目前就讀北部地區大學校院的大學生為研究對象，總共抽取558 份問卷，回收406份有效問卷，問卷回收率為73%。問卷調查結果採用描述性統計、t 檢定、單因子變異數分析與薛費法、結構方程模式等統計方法進行分析，本研究分析結果如下：壹、臺灣北部地區大學生的「學生學習動機」與「學生學習成效」之知覺程度屬於「中高程度」，而「學生學習投入」之知覺程度屬於「中低程度」。貳、不同背景變項下，臺灣北部地區大學生所知覺的「學生學習動機」並無差異。參、臺灣北部地區大學生，因「公立/國立或私立學校」之不同，而有不同的「學生學習投入」知覺感受，以「私立」大學生知覺最高。肆、臺灣北部地區大學生，因「工讀時數」之不同，而有不同的「學生學習成效」知覺感受，以工讀時數達「21小時以上」之大學生知覺最高。伍、臺灣北部地區大學生的「學生學習動機」對促進「學生學習成效」有助益。陸、臺灣北部地區大學生的「學生學習動機」對促進「學生學習投入」有助益。柒、臺灣北部地區大學生的「學生學習投入」對促進「學生學習成效」有助益。捌、臺灣北部地區大學生的「學生學習動機」與「學生學習投入」對提高「學生學習成效」有助益，且「學生學習投入」為「部分中介」變項。 The purposes of this study are to understand the current situation of learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan; to analyze the diversity of different background variables in learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan; to explore the linear structural relationship of learning motivation, learning engagement and learning outcomes of undergraduate students in northern Taiwan. Questionnaire survey was utilised in this study, and undergraduate students in northern Taiwan were adopted as the research objects. 558 questionaires were sent out, which valid questionaires were 406. The validity of the responded questionaires was 73%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Scheffé method, as well as structural equation modeling (SEM). The conclusions of the study are as follows: 1.Undergraduate students’ perception of learning motivation and learning outcomes is above average, while undergraduate students’ perception of learning engagement is under average. 2.There is no significant difference of learning motivation which undergraduate students in northern Taiwan perceive when background variables varies. 3.There is significant difference of learning engagement which undergraduate students in northern Taiwan perceive in terms of public or private schools, especially those who are in private schools perceive the most. 4.There is significant difference of learning outcomes which undergraduate students in northern Taiwan perceive in terms of part-time job hours, especially those who work more than 21 hours perceive the most. 5.Learning motivation of undergraduate students in northern Taiwan has direct effect on learning outcomes. 6.Learning motivation of undergraduate students in northern Taiwan has direct effect on learning engagement. 7.Learning engagement of undergraduate students in northern Taiwan has direct effect on learning outcomes. 8.Learning motivation and learning engagement of undergraduate students in northern Taiwan have direct effect on learning outcomes, and learning engagement plays as a mediator.
Reference:	壹、中文文獻王文科、王智弘（2009）。教育研究法（增訂第十三版）。臺北市：五南。朱敬先（2000）。教育心理學。臺北：五南。余民寧（2006）。潛在變項模式：SIMPLIS 的應用。臺北市：高等教育。余民寧（2012）。心理與教育統計學（修訂三版）。臺北市：三民。余民寧（2012）。心理與教育統計學（修訂三版）。臺北市：三民。余安邦、楊國樞（1991）。成就動機本土化的省思。見楊中芳、高尚仁（主編），中國人‧中國心─人格與社會篇。臺北：遠流出版公司。吳明隆（2007）。結構方程模式－AMOS 的操作與應用。臺北市：五南。吳明隆（2009）。結構方程模式－SIMPLIS 的應用（三版）。臺北市：五南。吳舒靜（2014）。台灣大專校院學生學習投入對學習發展影響之研究（未出版之博士論文）。國立暨南國際大學，南投縣。李宜玫與孫頌賢（2010）。大學生選課自主性動機與學習投入之關係。教育科學研究期刊，55（1），155-182。李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS 資料庫資料為例。臺灣教育社會學研究，5（2），1-48。林震岩（2007）。多變量分析：SPSS 的操作與應用。臺北市：智勝。姜麗娟（2012）。學生學習成果導向之大學國際化評鑑設計與探討。載於財團法人高等教育評鑑中心基金會（主編），我國高等教育評鑑發展與實務（頁181-206）。臺北市：高等教育。張芳全（2010）。論文就是要這樣寫。臺北市：心理。張春興（2013）。教育心理學－三化取向的理論與實踐（重修二版）。臺北市：東華。張雪梅（2003）。學生住宿生活與高等教育-歐美大學與我國大學宿舍輔導管理之比較。學生事務，42 (2)，69-79。張鈿富、林松柏、周文菁（2012）。臺灣高中學生學習投入影響因素之研究。教育資料集刊，54，23-58。郭生玉(1984)。國小學童成敗歸因與學業成就、成就動機及成敗預期關係之研究。教育心理學報，17，51-72。陳舜文、魏嘉瑩（2013）。大學生學習動機之「雙因素模式」：學業認同與角色認同之功能。中華心理學刊，55（1），41-55。陳嘉成（2010）。二向度或三向度？國中生之成就目標建構適用性與自主性在學習歷程角色之研究。教育研究與發展期刊，6(4)，137-166。黃光國（1995）。知識與行動：中華文化傳統的社會心理詮釋。臺北：心理出版社。黃芳銘（2004）。結構方程模式理論與應用。臺北市：五南。黃芳銘（2005）。社會科學統計方法學－結構方程模式。臺北市：五南。楊國樞、陸洛（2005）。社會取向自我實現者與個人取向自我實現者的心理特徵：概念分析與實徵衡鑑。本土心理學研究，23，70-146。蘇錦麗（2009）。大學校院學生學習成果評估相關內涵分析。評鑑雙月刊，21，58-62。貳、英文文獻 Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. doi:10.1037/0022-0663.84.3.261 Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. A. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 369–389). Mahwah, NJ: Erlbaum. Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8) , 811–831. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. Appleton, J., Christenson, S. L., Kim, D., & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology , 44(5), 427–445. Astin, A. W. (1971). Two approaches to measuring students’ perceptions of their college environment. Journal of College Student Personnel, 12(3), 169–172. Astin, A. W. (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco: Jossey-Bass. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 25(4), 297–308. Astin, A. W. (1985). Involvement: The cornerstone of excellence. Change, 17(4), 35–39. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), 359–372. http://dx.doi.org/10.1037/h0043445. Atkinson, J. W. (Ed.) (1983). Personality, motivation, and action. New York: Praeger Publishers. Bagozzi, R., & Yi, Y. (1988) . On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94. Baird, L. L. (1976). Using self-reports to predict student performance. College Entrance Examination Board Research Monograph No. 7. New York: College Entrance Examination Board. (ED 126 116) Baker, L., Dreher, M. J. & Guthrie, J. T. (Eds.). (2000). Engaging young readers: Promoting achievement and motivation. New York: The Guilford Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. Betts, J., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the reliability and construct validity of the Student Engagement Instrument across multiple grades. School Psychology Quarterly, 25(2) , 84–93. Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756. doi: 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3 Blimling, G. S. (1993). The influence of college residence halls on students. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. IX, pp. 248–307). New York: Agathon. Bong, M. (1999). Role of self-efficacy and task-value in predicting college student’s course performance and future enrollment intentions. Paper presented at the 107th Annual Convention of the American Psychological Association. Boston, August 20–24. Bong, M. (2009). Age-related differences in achievement goal orientation. Journal of Educational Psychology, 101 , 879–896. Bowman, N. A. (2010). Can 1st-Year College Students Accurately Report Their Learning and Development? American Educational Research Journal, 47(2), 466–496. Bowman, N. A., and Hill, P. L. (2010). Measuring How College Affects Students: Social Desirability and Other Potential Biases in College Student Self-Reported Gains. Paper presented at the annual meeting of the Association for the Study of Higher Education, Indianapolis, Ind. Brophy, J. (1987). Synthesis of research for motivating students to learn. Educational Leadership, 45(2), 9–17. Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549-568. doi:10.1016/j.learninstruc.2004.09.001 Burapadecha, S., & Thiankhanithikun, K. (2016). Evaluation of learning outcomes and learning processes: Faculty of pharmacy, Chiang Mai University. Proceedings of the Multidisciplinary Academic Conference, 153-163. Campbell, C., & Cabrera, A. F. (2011). How sound is NSSE? Investigating the psychometric properties of NSSE at a public, research-extensive institution. Review of Higher Education, 35(1), 77–103. Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417–427. http://dx.doi.org/10.1002/pits.10092. Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. Carle, A. C., Jaffee, D., Vaughan, N. W., and Eder, D. (2009). Psychometric properties of three new national study of student engagement based engagement scales: An item response theory analysis. Research in Higher Education, 50(8), 775–794. Chen, S. W., Wang, H. H., Wei, C. F., Fwu, B. J., & Hwang, K. K. (2009). Taiwanese students’ selfattributions for two types of achievement goals. Journal of Social Psychology, 149, 179-193. Christenson, S. L., & Anderson, A. R. (2002). Commentary: The centrality of the learning context for students’ academic enabler skills. School Psychology Review, 31, 378–393. Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (pp. 1099–1120). Washington, DC: National Association of School Psychologists. Connell, J. P., & Spencer, M. B. (1994). Educational risk and resilience in african-american youth: Context, self, action, and outcomes in school. Child Development, 65(2), 493-506. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23, pp. 43-77). Chicago: University of Chicago Press. Corno, L. (1992). Encouraging students to take responsibility for learning and performance. Elementary School Journal, 93(1), 69–83. Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 21, 301-341. Crossley, T. (2009). Exploring risk and protective factors among African American males in alternative and general education settings (Unpublished doctoral dissertation). Texas A&M University, College Station, TX. Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Deci, E. L., Koestner, R., & Ryan, R. M. (2002). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1–27. Dinger, F. C., Dickhäuser, O., Spinath, B., & Steinmayr, R. (2013). Antecedents and consequences of students` achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90–101. http://dx.doi.org/10.1016/j.lindif.2013.09.005. Dinkelmann, I., & Buff, A. (2016). Children`s and parents` perceptions of parental support and their effects on children`s achievement motivation and achievement in mathematics. A longitudinal predictive mediation model. Learning & Individual Differences, 50, 122-132. doi:10.1016/j.lindif.2016.06.029 Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11(5), 481–490. Dunleavy, J., & Milton, P. (2009). What did you do in school today? Exploring the concept of student engagement and its implications for teaching and learning in Canada. Toronto: Canadian Education Association. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. http://dx.doi.org/10.1037/0003-066X.41.10.1040. Eccles J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman. Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement related choices. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). New York: The Guilford Press. Eccles, J. S., & Wigfield, A. (2002). Motivation beliefs, values and goals. Annual Review of Psychology, 53, 109–132. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. http://dx.doi.org/10.1207/s15326985ep3403_3. Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guildford. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232. http://dx.doi.org/10.1037/0022-3514.72.1.218. Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13, 73–92. http://dx.doi.org/10.1023/A:1009009018235. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12. doi:10.1037/0022-3514.54.1.5 Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993) Goal orientation and action control theory: Implications for industrial and organizational psychology. International Review of Industrial Organizational Psychology, 8, 193–232. Finn, J. D. (2006). The adult lives of at-risk students: The roles of attainment and engagement in high school (NCES 2006–328). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234. doi:10.1037/0021-9010.82.2.221 Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). New York, NY: Springer. Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. Fritea, I., & Fritea, R. (2013). Can motivational regulation counteract the effects of boredom on academic achievement? Procedia—Social and Behavioral Sciences, 78, 135–139. doi: 10.1016/j.sbspro.2013.04.266 Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature, 1991–2000. Journal of College Student Development, 44(6), 746–762. Gibson, A. M. (2008). Student demographic characteristics and student engagement at Texas 2-year institutions: A 3 year statewide study. PhD diss. Texas A&M University, Kingsville. Gordon, J., Ludlum, J., and Hoey, J. J. (2008). Validating NSSE Against Student Outcomes: Are They Related? Research in Higher Education, 49(1), 19–39. Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187–194. Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181–192. Greene, T. G., Marti, C. N., & McClenney, K. (2008). The effort-outcome gap: differences for African American and Hispanic community college students in student engagement and academic achievement. The Journal of Higher Education, 79(5), 513-539. Guay, F., Marsh, H.W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95, 124–136. http://dx.doi.org/10.1037/0022-0663.95.1.124 Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77. Harackiewicz, J., Barron, K., Pintrich, P., Elliot, A., & Thrash, T. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. doi:10.1037/0022-0663.94.3.638 Hayamizu, T. (2002). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39(2), 98–108. Hofer, B. K. (2006). Motivation in the college classroom. In W. J. McKeachie, & M. Svinicki (Eds.), McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (12th ed.)(pp. 140-150). Boston : Houghton Mifflin. Hoffman, B. H. (2015). Motivation for Learning and Performance. Boston: Elsevier Academic Press. Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454–476. Hsieh, T.-L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417-433. doi:10.1007/s10734-014-9720-6 Hsieh, T.-L. (2016). Motivation categories in college students’ learning engagement behaviors and outcomes in Taiwan: An application of cluster analysis. International Journal of Research Studies in Education, 5(4), 19-30. Hwang, K. K. (2012). Foundations of Chinese psychology: Confucian social relations. New York: Springer. Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366. doi:10.1037/0022-3514.76.3.349 Kisker, C. B., Weintraub, D. S., & Newell, M. A. (2016). The community colleges’ role in developing students’ civic outcomes. Community College Review, 44(4), 315-336. doi:10.1177/0091552116662117 Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. Kohn, A. (1993). Published by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other brides. New York: Houghton Mifflin. Kuh, G. D. (2001). The national survey of student engagement: Conceptual framework and overview of psychometric properties. Bloomington: Indiana University Center for Postsecondary Research. Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change, 35(2), 24–32. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities. Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. In R. Gonyea & G. Kuh (Eds.), Using student engagement data in institutional research (New Directions for Institutional Research Series, no. 141) (pp. 5–20). San Francisco, CA: Jossey-Bass. Kuh, G. D., Hu, S., & Vesper, N. (2000). ‘‘They shall be known by what they do:’’ An activities-based typology of college students. Journal of College Student Development, 41(2), 228–244. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Assessing conditions to enhance educational effectiveness: The inventory for student engagement and success. San Francisco: Jossey-Bass. Kuh, G. D., Schuh, J. H., Whitt, E. J., & Associates. (1991). Involving colleges: Encouraging student learning and personal development through out-of-class experiences. San Francisco, CA: Jossey-Bass. Lam, S.-F., Wong, B.-P.-H., Yang, H., & Lui, Y. (2012). Understanding student engagement with a contextual model. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 403–419). New York, NY: Springer. Lau, S. (2003). Cognitive abilities and motivational processes in high school students` science achievement and engagement (Unpublished doctoral dissertation). Stanford University, California, CA. Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K-12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45(3), 185-202. Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356–362. Lepper, M. & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”; 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. Harachiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257–307). London: Academic Press. Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95, 258-267. Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors. International Review of Social Psychology, 21, 19–70. Lu, L., Kao, S. F., Chang, T. T., Wu, H. P., & Zhang, J. (2008). The individual- and social-oriented Chinese bicultural self: A sub-cultural analysis contrasting mainland Chinese and Taiwanese. Social Behavior & Personality, 36(3), 337–346. Macklem, G. L. (2015). Boredom and its relation to non-cognitive factors: Student motivation, self-regulation, engagement in learning, and related concepts. SpringerBriefs in Psychology 1. DOI 10.1007/978-3-319-13120-7_5 Maddox, R. S. (2010). An examination of classroom social environment on motivation and engagement of college early entrant honors students. PhD diss.University of Southern California. Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). New York, NY: Routledge. Mahatmya, D., Lohman, B. J., Matjasko, J. L., & Farb, A. F. (2012). Engagement across developmental periods. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 45–63). New York, NY: Springer. Mankin, K. R., Boone, K. M., Flores, S. & Willyard, M. R. (2004). What agriculture students say motivates them to learn. North American Colleges and Teachers of Agriculture Journal, 48(4), 6–11 Marks, H. M. (2000). Student engagement instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37 (1), 153–184. doi: 10.3102/00028312037001153 . Markus, H. R. & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253. Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646–656. http://dx.doi.org/10.1037/0022-0663.82.4.646. Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41–54. http://dx.doi.org/10.1037/0022-0663.89.1.41. Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic selfconcept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416. http://dx.doi.org/10.1111/j.1467-8624.2005.00853.x. Marsh, Herbert W. (1991). Employment during high school: Character builder or a subversion of academic goals? Sociology of Education, 64(3), 172-189. Martin, A. J. (2012). Part II commentary: Motivation and engagement: Conceptual, operational, and empirical clarity. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 303–311). New York, NY: Springer. McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812–825. http://dx.doi.org/10.1037/0003-066X.40.7.812. Means, T., Jonassen, D. & Dwyer, F. (1997). Enhancing relevance: Embedded ARCS strategies vs. purpose. Educational Technology Research and Development, 45(1), 5–17. Meece, J. L. (1991). The classroom context and student motivational goals. In M. L. Maehr & P. R. Pintrich (Eds.) Advances in Motivation and Achievement. (Vol. 7, pp. 261-285). Greenwich, CT: JAI Press. Merriam-Webster.com. (2016). Motivation. Retrieved from http://www.merriam-webster.com/dictionary/motivation Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388–422. Moeed, A. (2015). Science Investigation: Student Views about Learning, Motivation and Assessment. New York, NY: Springer. Mortimer, J. T. (2010). The benefits and risks of adolescent employment. The Prevention Researcher, 17(2), 8–11. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-effi cacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. Murrary, H. A. (1938). Explorations in personality. New York: Oxford Univer. Press. National Research Council & the Institute of Medicine [NRC and IoM] (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: The National Academies Press. Newmann, F. M. (1992). Higher-order thinking and prospects for classroom thoughtfulness. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 62-91). New York: Teachers College Press. Newmann, F. M., & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass. Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In Newmann, F. M. (Ed.), Student engagement and achievement in American secondary schools. New York, NY: Teachers College Press, 11-39. Ng, C.-H. (2003). Re-conceptualizing achievement goals from a cultural perspective. Paper presented at joint conference of NZARE & AARE, Auckland, New Zealand. NSSE [National Survey of Student Engagement] (2016a). Engagement Indicators. Retrieved from http://nsse.indiana.edu/html/engagement_indicators.cfm NSSE [National Survey of Student Engagement] (2016b). NSSE 2016 Overview. Retrieved from http://nsse.indiana.edu/2016_institutional_report/pdf/NSSE_overview_2016.pdf Oksenberg, L., Cannell, C., & Kalton, G. (1991). New strategies for pretesting survey questions. Journal of Official Statistics, 7, 349-365. Olssen, M. (2016). Neoliberal competition in higher education today: research, accountability and impact. British Journal of Sociology of Education, 37(1), 129-148. DOI: 10.1080/01425692.2015.1100530. Oxford Dictionary. (2016). Oxford Advanced Learners’ Dictionary. Oxford University Press. Retrieved from http://oald8.oxfordlearnersdictionaries.com/dictionary/motivation#motivate__43. Pace, C. R. (1980). Measuring the quality of student effort. Current Issues in Higher Education, 2(1), 10–16. Pace, C. R. (1984). Measuring the quality of college student experiences: An account of the development and use of the college student experiences questionnaire. Los Angeles, CA: Higher Education Research Institute. Pace, C. R. (1985). The Credibility of Student Self-Reports. Los Angeles: UCLA Center for the Study of Evaluation. (ED 266 174) Padilla-Walker, L. M., Day, R. D., Dyer, W. J., & Black, B. C. (2013). “Keep on keeping on, even when it’s hard!” Predictors and outcomes of adolescent persistence. The Journal of Early Adolescence, 33(4), 433–457. doi: 10.1177/0272431612449387 Palmer, D. C. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881. Palmer, D. H. (2009). Students’ interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147–165. Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass. Pascarella, E. T., Seifert, T. A., & Blaich, C. (2008). Validation of the NSSE benchmarks and deep approaches to learning against liberal arts outcomes. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Jacksonville, FL. Pascarella, E. T., Whitt, E. J., Nora, A., Edison, M., Hagedorn, L. S., & Terenzini, P. T. (1996). What have we learned from the first year of the national study of student learning? Journal of College Student Development, 37(2), 182–192. Pascarella, E.T., Seifert, T.A. and Blaich, C. (2010) How Effective Are the NSSE Benchmarks in Predicting Important Educational Outcomes? Change: The Magazine of Higher Learning. 42(1), 16–22. Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98. Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). New York, NY: Springer. Pike, G. R., & Kuh, G. D. (2005). A typology of student engagement for American colleges and universities. Research in Higher Education, 46(2), 185–210. Pike, G. R., Kuh, G. D., & Gonyea, R. M. (2003). The relationship between institutional mission and students’ involvement and educational outcomes. Research in Higher Education, 44(2), 243–263. Pike, G. R., Kuh, G. D., McCormick, A. C., Ethington, C. A., & Smart, J. C. (2011). If and when money matters: The relationships among educational expenditures, student engagement and students’ learning outcomes. Research in Higher Education, 52(1), 81–106. Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53(5), 550–575. doi: 10.1007/s11162-011-9239-y Pike, G. R., Smart, J. C., Kuh, G. D., & Hayek, J. C. (2006). Educational expenditures and student engagement: When does money matter? Research in Higher Education, 47(7), 847-872. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. http://dx.doi.org/10.1037/0022-0663.95.4.667 Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed). Columbus, OH: Merrill Prentice Hall. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). (Technical report no. 91-B-004). Ann Arbor, MI. University of Michigan. Porter, S. R. (2006). Institutional structures and student engagement. Research in Higher Education, 47(5), 521-558. Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: John Wiley & Sons. Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York, NY: Springer. Reeve, J., & Cheon, S. H. (2011). Interrelations among teachers’ motivating styles and students’ motivation, engagement, and skill development in a physical education context. Manuscript submitted for publication. Reeve, J., & Tseng, C. – M (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational psychology, 36, 257–267. Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the sociocultural influences on student motivation. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31–59). Greenwich, CT: Information Age. Reeve, J., Lee, W., Kim, H., & Ahn, H. S. (2011). Longitudinal test of the hypothesis that student engagement fully mediates the motivation-to-achievement relation. Manuscript submitted for publication. Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–20). New York, NY: Springer. Reschly, A., & Christenson, S. L. (2006). Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement. Remedial and Special Education, 27, 276–292. Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology, 5(3), 679-704. Ruscoe, G., Morgan, J. C., & Peebles, C. (1996). Students who work. Adolescence, 31, 625-632. Ryan, A. M., & Pintrich, P. R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329–341. Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internationalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. http://dx.doi.org/10.1037/0003-066X.55.1.68. Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231, Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85–104). New York: The Guilford Press. Schunk, D. H., Pintrich, R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. New York, NY: Springer. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. Spangler, W. D. (1992). Validity of questionnaire and TAT measures of need for achievement: Two meta-analyses. Psychological Bulletin, 112, 140–154. http://dx.doi.org/10.1037/0033-2909.112.1.140. Steinberg, L., Fegley, S., & Dornbusch, S. (1993). Negative impact of part-time work on adolescent adjustment: Evidence from a longitudinal study. Developmental Psychology, 29(2), 171-180. Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80–90. http://dx.doi.org/10.1016/j.lindif.2008.05.004. Sternberg, R. J. & Wagner, R. K. (1994). Mind in context: Interactionist perspectives on human intelligence. New York: Cambridge University Press. Stipek, D. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66(1), 209-223. Sullivan, P., Mornane, A., Prain, V., Campbell, C., Deed, C., Drane, S., Faulkner, M., McDonough, A., & Smith, C. (2009). Junior secondary students’ perceptions of influences on their engagement with schooling. Australian Journal of Education, 53(2), 176-191. Tang, L. (2008). Beyond intrinsic and extrinsic motivation: Internalized extrinsic motivation in the promotion of learning among primary school students. Paper presented at the annual meeting of the International Communication Association, New York City, NY. Times Higher Education. (2017). The times higher education world university rankings. Retrieved from https://www.timeshighereducation.com/world-university-rankings Tyler, R. W. (1932). Service studies in higher education. Columbus, OH: Bureau of Educational Research, Ohio State University. Uekawa, K., Borman, K., & Lee, R. (2007). Student engagement in U.S. Urban high school mathematics and science classrooms: Findings on social organization, race, and ethnicity. The Urban Review, 39(1), 1-43. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. & Vallieres, E. E. (1992). The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement, 52, 1003– 1017. Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246 – 260. http://dx.doi.org/10.1037/0022-3514.87.2.246 Walker, R. A. & Debus, R. L. (2002). Educational psychology: Advances in learning, cognition and motivation. Change: Transformations in Education, 5(1), 1–25. Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3-25. doi:10.1037/0022-0663.71.1.3 Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548 Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, Rochester. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265–310. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. William, T., Williams, K., Kastberg, D., & Jocelyn, L. (2005). Achievement and affect in OECD nations. Oxford Review of Education, 31(4), 517-545. Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation - Results from PISA 2000. Paris: Organisation for Economic Co-operation and Development. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250. Wolters, C. A., & Taylor, D. J. (2012). A self-regulated learning perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 635–651). New York, NY: Springer. Wylie, C. (2009). Introduction. J. Morton (Ed.), Engaging young people in learning: Why does it matter and what can we do? Conference proceedings (pp. 1–3). Wellington, New Zealand: New Zealand Council for Educational Research. Yeung, A. S., Kuppan, L., Kadir, M. S., &Foong, S. K. (2010). Boys` and girls` self-beliefs, engagement, and aspirations in physics. International Journal of Learning, 17(10), 397-417. Zhao, C.-M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. Zhu, Y., & Leung, F. (2010). Motivation and achievement: Is there an East Asian model? International Journal of Science & Mathematics Education, 9(5), 1189-1212. http://dx.doi.org/10.1007/s10763-010-9255-y Ziegler, M., Schmukle, S., Egloff, B., & Bühner, M. (2010). Investigating measures of achievement motivation(s). Journal of Individual Differences, 31(1), 15–21. http://dx.doi.org/10.1027/1614-0001/a000002.
Description:	碩士國立政治大學教育行政與政策研究所 104171003
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0104171003
Data Type:	thesis
Appears in Collections:	[Graduate Institute of Educational Administration and Policy] Theses

Files in This Item:

File	Size	Format
100301.pdf	2968Kb	Adobe PDF2	336	View/Open

社群 sharing

Loading...