國中生知覺班級環境與學習動機之研究

Abstract

本研究旨在探討國中生知覺班級環境、學習動機的現況，以及兩者間之關係。以九十七學年度臺灣地區公私立國中在學學生為研究母群體，依照比率機率抽樣法自六區抽取二十所學校60班1,889名國中生為樣本，並以問卷為工具進行調查，最後得有效問卷1,802份，有效回收率為95.4%。所得資料以SPSS 17.0進行獨立樣本t檢定、單因子變異數分析、Pearson積差相關和多元迴歸分析，重要結果如下： 一、臺灣地區國中生知覺班級環境偏正向、學習動機偏積極。 二、臺灣地區國中生在知覺班級環境上，女生、七年級和九年級、父母教育程度在專科或大學以上者較為正向。 三、臺灣地區國中生在學習動機上，七年級、父母教育程度在專科或大學以上者較為積極。 四、知覺班級環境與學習動機呈顯著正相關。 五、知覺班級環境之四層面能預測整體學習動機，解釋變異量為32.9%，且「合作」、「工作導向」、「參與」及「教師同理」四層面均為重要的正向預測變項，顯示研究對象知覺班級環境愈佳，其學習動機也愈高。 根據發現，本研究建議透過改善班級環境，以提高學生知學習動機。The purposes of this study were to investigate the perceived classroom environment and learning motivation, and assess their relationship. The probability proportionate to size sampling was used to select the subjects from junior high school students in Taiwan. Totally 1,802 provided valid data with response rate 95.4% . Data were analyzed with independent sample t-test, one- way ANOVA, Pearson product-moment correlation , and multiple regression analysis. The result was summarized as follows. 1.Positive perceived classroom environment was observed and students maintain active learning motivations during classes. 2.Female, 7th and 9th grade students, and those who parents with college or higher education level have more positive perceived classroom environments. 3.Seven grade students, and those who parents with college or higher education level have more active learning motivations. 4.The perceived classroom environment is positively related to the learning motivation. 5.Perception of classroom environment could be used to predict the learning motivation with the variances of 32.9%. At the end of this thesis, propose to improve classroom environment can enhance student’s learning motivation.