国中生英语学习动机信念.doc

國中生英語學習動機信念、學習策略、學業情緒與學業成就關係之探討The Relationships among Learning Motivational Beliefs, Learning Strategies, Academic Emotions, and Academic Achievement of Junior High School Students in English Learning研究生：謝沛樺 Hsieh, Pei-Hua指導教授：鄭明長 Cheng, Ming-Chang【摘要】 本研究的主要目的是:（一）瞭解受試國中學生動機信念、學習策略、學業情緒、以及英語學業成就之情形；（二）分析不同背景變項的國中學生在動機信念上的差異情形；（三）探討國中學生的動機信念與學習策略、學業情緒、英語學業成就的關係；（四）探討國中學生的動機信念對學習策略、學業情緒、英語學業成就的預測情形。 本研究以分層隨機抽樣的方式，隨機抽取983名國中學生為研究樣本，以自編的英語動機信念量表、英語學習策略量表與英語學業情緒量表為研究工具，藉由Hotelling T、MANOVA、皮爾遜積差相關、多元迴歸來考驗各項假設。 本研究發現如下：一、受試國中學生整體動機信念偏低。二、受試國中學生使用認知策略的情形高於使用後設認知策略。三、受試國中學生感到正向情緒的情形高於感到負向情緒的情形。四、受試國中學生之英語學習成績介於71至80分。五、女生持有的趨近精熟、實用性、重要性、興趣、自我效能信念皆顯著高於男生。六、國二、國三學生持有的逃避精熟目標顯著高於國一學生，但國一學生持有的興趣及自我效能信念則顯著高於國二、國三學生。七、台南市、高雄縣及高雄市國中學生持有的趨近精熟、實用性、重要性及自我效能信念皆顯著高於台南縣及屏東縣學生。八、自我效能與精緻化策略為最顯著正相關。九、動機信念與正向情緒有顯著正相關，但與負向情緒有顯著負相關。十、動機信念與英語學業成就有顯著正相關。十一、動機信念可顯著預測學習策略，自我效能是學習策略最有力的正 向預測變項。十二、動機信念可顯著預測學業情緒，興趣是正向情緒最有力的正向預測變項，而逃避表現是負向情緒最有力的負向預測變項。十三、動機信念可顯著預測英語學業成就，自我效能是英語學業成就最有力的正向預測變項。 最後，依據研究發現提出教育與輔導建議以及未來研究建議，以供教育工作者、相關輔導人員及未來研究之參考。關鍵字：自我調整學習、動機信念、學習策略、學業情緒、學業成就【Abstract】The purposes of this study were to investigate: (1) the situation of junior high school students learning motivational beliefs, learning strategies, academic emotions, and academic achievement in English; (2) the differences of various background variables in motivational beliefs; (3) the relationships among junior high school students motivational beliefs, learning strategies, academic emotions, and academic achievement; (4) whether motivational beliefs predict learning strategies, academic emotions, and academic achievement.The study chose 983 students as participants from junior high school through stratified cluster random sampling. The instruments used in this study were the self-edited “English Motivational Belief Scale”, “English Learning Strategy Scale”, and “English Learning Emotion Scale”. The data was analyzed by Hotelling T, MANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis.The major findings were as follows:1. The whole motivational beliefs of junior high school students of subjects were low.2. Junior high school students of subjects used cognitive strategies more than used metacognitive strategies.3. Junior high school students of subjects felt positive more than negative in emotion.4. The English scores of junior high school students of subjects were among 71 to 80.5. Female students owned beliefs of “approach-mastery oriented goal”, “practicability”, “interest”, and “self-efficacy” more than male students.6. Grade 2 and 3 students owned belief of “avoidance-mastery oriented goal” more than grade 1 students, but grade 1 students owned beliefs of “interest” and “self-efficacy” more than grade 2 and 3 students.7. Students in Tainan City, Kaohsiung County, and Kauhsiung City owned beliefs of “approach-mastery oriented goal”, “practicability”, “importance”, and “self-efficacy” more than students in Tainan County and Pingtung County.8. Self-efficacy was the most correlated positively with elaboration strategies.9. Motivational beliefs were correlated positively with positive emotions but negatively with negative emotion.10. Motivational beliefs were correlated positively with English academic achievement.11. Motivational beliefs could significantly predict learning strategies, and self-efficacy was the most significantly positive variable in learning strategies.12. Motivational beliefs could significantly predict academic emotions; interest was the most significantly positive variable in positive emotions; and avoidance-performance oriented goal was the most significantly negative variable in negative emotions.13. Motivational beliefs could significantly predict English academic achievement, and self-efficacy was the most significantly positive variable in English academic achievement.According to these findings, some suggestions for educational guidance were pro