臺灣高中生遠距科學學習動機模式：兼探科學學習投入與科學學習參與
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2023
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本研究旨在探討臺灣高中生在遠距教學的科學相關課程中，「學習動機」、「學習參與」與「學習投入」三者之間的關係，並分析「學習動機」對其「學習參與」與「學習投入」之預測作用。此外，本研究同時探討高中生在遠距教學中是否存在特定的學習動機模式，並進一步比較不同模式之間，學生學習參與和學習投入各面向間的差異。研究針對376位在疫情期間有過遠距學習科學相關課程之臺灣高中學生作為研究樣本，並使用量表作為資料蒐集工具並進行分析。其中，「學習動機量表」由學習自我效能與成就目標導向所組成；「學習參與量表」包含口語參與行為與非口語參與行為兩個面向；「學習投入量表」包含行為、情緒、動因、認知與社交投入。主要研究結果顯示，整體而言，學生在遠距教學環境的學習動機與學習投入、學習參與大部分構面存在顯著正相關，個體的「精熟趨近目標」與「功能性自我效能」對口語與非口語之參與行為同時起到重要的預測效果，而「精熟趨近目標」、「功能性自我效能」與「一般性自我效能」則是預測他們學習投入各層面之重要因子。動機模式方面，本研究發現臺灣高中生表現出四種不同的動機模式，分別是「低效能低目標型」、「高效能混合型」、「高效能趨近型」與「低效能精熟型」。其中，「低效能低目標型」表現出較低的自我效能感，並表現出最低的學習投入與學習參與情形；「高效能趨近型」在展現高度自我效能與趨近目標的同時，也表現出積極的學習參與行為與高度的學習投入。再者，「高效能混合型」擁有高度自我效能並同時表現出不同層面的目標導向，而「低效能精熟型」則是顯示出一種持有精熟目標和低度自我效能的情形，「高效能混合型」與「低效能精熟型」在學習投入與學習參與之所有構念皆沒有顯著的差異。
The main purposes of this study were, first, to investigate the interrelationships between Taiwanese high school students’ learning motivation, participation, and engagement in distance science courses. Second, this study analyzed the predictive role of students’ distance learning motivation on their participation and engagement. Third, this study identified students’ distance learning motivation profiles and compared their learning participation and engagement among the identified profiles. 376 Taiwanese high school students who had experienced distance science learning were invited to fill out three questionnaires. The “Learning Motivation Scale” included two forms of self-efficacy and four goal orientations, the “Learning Participation Scale” encompassed verbal and non-verbal participation behaviors, and the “Learning Engagement Scale” consisted of behavioral, emotional, agentic, cognitive, and social engagement. The results of Pearson correlation analysis demonstrated that all dimensions of goal orientation and self-efficacy are positively correlated to learning participation and engagement. Stepwise regression analyses revealed that mastery-approach goal and functional self-efficacy are significant predictors for explaining learning participation, including verbal and non-verbal dimensions. Moreover, functional self-efficacy, general self-efficacy, and mastery-approach goals could significantly predict all dimensions of learning engagement. Furthermore, this study identified four distance learning motivation profiles, including low efficacy/low goal, high efficacy/mixed goal, high efficacy/approach goal, and low efficacy/mastery goal. The low efficacy/low goal students exhibited a lower sense of self-efficacy and demonstrated the lowest levels of learning engagement and participation. While showcasing a high level of self-efficacy and approach-oriented goals, the high efficacy/approach goal students displayed active learning participation behaviors and a high level of learning engagement. Furthermore, the high efficacy/mixed goal students, which had high self-efficacy and demonstrated multiple goal orientations, and the low efficacy/ mastery goal students, which demonstrated a high level of mastery goals and low self-efficacy, did not exhibit significant differences in all learning engagement and participation dimensions.
The main purposes of this study were, first, to investigate the interrelationships between Taiwanese high school students’ learning motivation, participation, and engagement in distance science courses. Second, this study analyzed the predictive role of students’ distance learning motivation on their participation and engagement. Third, this study identified students’ distance learning motivation profiles and compared their learning participation and engagement among the identified profiles. 376 Taiwanese high school students who had experienced distance science learning were invited to fill out three questionnaires. The “Learning Motivation Scale” included two forms of self-efficacy and four goal orientations, the “Learning Participation Scale” encompassed verbal and non-verbal participation behaviors, and the “Learning Engagement Scale” consisted of behavioral, emotional, agentic, cognitive, and social engagement. The results of Pearson correlation analysis demonstrated that all dimensions of goal orientation and self-efficacy are positively correlated to learning participation and engagement. Stepwise regression analyses revealed that mastery-approach goal and functional self-efficacy are significant predictors for explaining learning participation, including verbal and non-verbal dimensions. Moreover, functional self-efficacy, general self-efficacy, and mastery-approach goals could significantly predict all dimensions of learning engagement. Furthermore, this study identified four distance learning motivation profiles, including low efficacy/low goal, high efficacy/mixed goal, high efficacy/approach goal, and low efficacy/mastery goal. The low efficacy/low goal students exhibited a lower sense of self-efficacy and demonstrated the lowest levels of learning engagement and participation. While showcasing a high level of self-efficacy and approach-oriented goals, the high efficacy/approach goal students displayed active learning participation behaviors and a high level of learning engagement. Furthermore, the high efficacy/mixed goal students, which had high self-efficacy and demonstrated multiple goal orientations, and the low efficacy/ mastery goal students, which demonstrated a high level of mastery goals and low self-efficacy, did not exhibit significant differences in all learning engagement and participation dimensions.
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遠距教學, 成就目標導向, 學習自我效能, 學習參與, 學習投入, distance learning, achievement goal orientation, learning self-efficacy, learning participation, learning engagement