大學生選課自主性動機與學習投入之關係 作者:李宜玫(國立臺北教育大學心理與諮商學系)、孫頌賢(國立臺北教育大學心理與諮商學系)

卷期：55卷第1期
日期：2010年3月
頁碼：155-182
DOI：10.3966/2073753X2010035501006

摘要：

本研究目的在檢視大學生選課動機對於學習投入的影響效果，凸顯自主性動機對於學習投入的積極效應與交互影響效果。以臺灣高等教育資料庫的問卷題項為基礎，先以九十四學年度（n＝24,581）大三學生選課動機檢驗大學生學習投入模式的適配度，進而分析比較外在資訊與自主性動機對學習投入的影響效果。此外，透過縱貫資料的交叉延宕分析，以九十二學年度的大一學生持續追蹤至九十四學年度的大三學生為受試對象（n ＝18,387），分別探討自主性動機與外在資訊動機對於學習投入時間是否展現交互影響的效果。研究結果顯示：一、本研究之大學生學習投入模式與實證資料之間具良好的適配度。二、屬自主性動機的興趣、實用性與修課計畫等選課動機對學習投入有正向影響。三、屬外在資訊動機的及格、老師風評與修課時段等選課動機對學習投入有負向影響。四、縱貫資料顯示自主性動機與學習投入時間有正向的交互影響，相對地，僅大一學習投入時間對大三外在資訊動機為單向且負面的影響效果。綜而言之，自主性選課動機與學習投入在學習歷程中展現正向的良性循環；相對地，學習投入較差則會影響後續選課時採取更多外在資訊的評估，而更失去個人自主學習的目標與理想性，此二者可作為日後對大專院校學生學習輔導時，加強學生自主學習與生涯規劃之參考。

關鍵詞：交叉延宕分析、自主性動機、自我決定理論、學習投入

《詳全文》

The Relationship between Autonomous Motivation of Course-Taking and Learning Engagement on College Students Author: Yi-Mei Lee(Department of Psychology and Counseling, National Taipei University of Education),Sung-Hsien Sun(Department of Psychology and Counseling, National Taipei University of Education)

Vol.&No.：Vol. 55, No. 1
Date：March 2010
Pages：155-182
DOI：10.3966/2073753X2010035501006

Abstract：

The purposes of this study were to explore the effects of courses-taking motivation to learning engagement on college students. And it was emphasized that there were positive and reciprocal relationships between autonomous motivation and learning engagement. Using the items of questionnaire data from “Integrated Higher Education Database System in Taiwan”, the study attempted to examine the goodness of fit about college students’ learning engagement model (n＝24,581, 94 year) and reciprocal effects with cross-lagged analysis (n＝18,378, cross-sectional data from 92 to 94 year). Results of the study indicate that: (a) The empirical verification of goodness of fit of college students’ learning engagement model are fine. (b) Structural analysis reveals positive relationships between autonomous motivation (interesting, practicability and plan) and learning engagement. (c) Structural analysis reveals negative relationships between extrinsic informational motivation (passing, appreciation of teacher and course time scale) and learning engagement. (d) Cross-sectional data indicate that there are positively reciprocal effects between autonomous motivation and learning engagement time, but learning engagement time has single negative effect to extrinsic informational motivation. In sum, autonomous motivation and learning engagement have emerged virtuous circle during longtime learning process. In opposition to the less learning engagement has effected on more cognition evaluation of extrinsic informational motivation, and the less ideal and prepared autonomous learning. Based on those results, implication for learning guidance about autonomous learning and career planning on college students are considered.

Keywords：cross-lagged panel analysis, autonomous motivation, self-determination theory, learning engagement