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博碩士論文 etd-0601115-151821 詳細資訊
Title page for etd-0601115-151821
論文名稱
Title
高中職學生自我統合發展狀態、學習動機與學業成就之研究
A Study on the Relationships among High School Students' Ego Identity, Academic Motivation and Academic Performance
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
175
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2015-06-25
繳交日期
Date of Submission
2015-07-01
關鍵字
Keywords
內在動機、學業成就、自我統合、外在動機、自我決定論
intrinsic academic motivation, extrinsic accademic motivation, self-determination theory, ego identity, academic performance
統計
Statistics
本論文已被瀏覽 5754 次,被下載 816
The thesis/dissertation has been browsed 5754 times, has been downloaded 816 times.
中文摘要
本研究旨在探討高中職學生自我統合發展狀態與學習動機、學業成就之間的關聯性。本研究採取調查研究法,以問卷調查的方法收集資料,以確定研究樣本之自我統合、學習動機及學業成就上之表現情況。研究者選取高雄市兩所公立、兩所私立高中以及兩所公立、兩所私立高職進行研究分析,並在每所學校各隨機抽取兩個班級,共計640名學生的學生參與問卷調查,一共回收629份之有效問卷,有效問卷回收率為98.28%。根據問卷所得之資料進行統計分析,所使用之方法包含:描述性統計、t檢定、單因子變異數分析、迴歸分析等統計方法。本研究者主要發現如下:
一、高中職學生在定向型統合及未定型統合的得分較高。
二、不同性別的學生在「迷失型統合」中有達到明顯差異,呈現出男生在「迷
失型」統合的分數顯著高於女生的情況。
三、不同年級的學生在「迷失型統合」及早閉型統合中有達到明顯差異。高二學
生在「迷失型」統合的得分比起高三學生高,而高一學生在「早閉型」統合
的分數比高二、高三學生高。
四、不同科別的學生在「早閉型統合」中有達到明顯差異。高中生在早閉型統合
之得分明顯高於高職生。
五、不同家庭氣氛的學生在「早閉型統合」中有達到明顯差異。家庭氣氛為「非
常和諧」的學生在早閉型的得分情況,比起家庭氣氛「不和諧」及「普通」
更高。
六、不同教養方式的學生在「早閉型統合」及「未定型統合」中有達到明顯差異。
父親採取民主式的教養型態比起權威式,子女在早閉型的得分較高;母親採
取民主式比起忽視式而言,子女在早閉型的分數較高。父、母親採取教養方
式為民主式、權威式或忽視式比起溺愛式,子女在未定型統合的分數較高。
七、因父、母親教育程度不同的學生在「早閉型統合」、「未定型統合」中有達
到明顯差異。與其他教育程度相較之下,父親是博士畢業者,學生統合類型
在早閉型統合的分數較高;比起其他教育程度,母親為博士畢業者,其子女
在未定型統合的分數較低。
八、因父親職業不同的學生在「早閉型統合」中有達到明顯差異。父親職業屬於
高層專業人員比起父親職業為一般專業人員及服務、買賣人員,學生在早閉
型統合的分數高。
九、整體學生之自我統合狀態(定向型、未定型及早閉型)能正向預測其外在學
習動機;定向型、未定型能正向預測內在動機,而早閉型則是負向預測內在
動機。
十、高中生及高職生各別之定向型統合皆能正向預測內、外在學習動機,未定型
統合能正向顯著預測外在動機,早閉型統合則是能負向顯著預測內在動機。
Abstract
This study aims to investigate the relationships among high school students’ ego identity, academic motivation and academic performance. This study adopted questionnaire survey method to achieve the purpose. A total of 640 students were randomly selected from 2 public and 2 private senior high schools, and 2 public and 2 private vocational high schools in Kaohsiung city. Out of 640 questionnaires distributed, 629 valid ones were collected with a 98.28% of return rate. The collected data was analyzed by descriptive statistics, t-test and one-way ANOVA and multiple regression analysis. The results of the study were summarized as following:
1.Most high school students got higher scores in “identity achievement”and “identity moratorium”.
2.Gender differences have a significant influence on “identity diffusion”. Boys got higher scores in “identity diffusion”than girls.
3.Age differences have a significant influence on “identity diffusion” and “identity foreclosure”. The students in eleventh grade got higher scores in “identity diffusion” than those in the twelfth grade. The students in tenth grade got higher scores in “identity foreclosure” than those in the eleventh or twelfth grade.
4.Vocational high school students got higher scores in “identity foreclosure”than senior high school students.
5.Family atmosphere differences have a significant influence on “identity foreclosure”. Participants with the most harmonious family atmosphere got higher scores in “identity foreclosure”than those with the least harmonious and the moderately harmonious family atmosphere.
6.Parenting differences have a significant influence on “identity foreclosure”and
“identity moratorium”. Participants with authoritative paternal parenting got higher scores in “identity foreclosure” than those with authoritarian paternal parenting, while participants with authoritative maternal parenting got higher scores in “identity foreclosure” than those with uninvolved maternal parenting. Participants with permissive paternal or maternal parenting got lower scores in identity moratorium” than any other parenting styles.
7.Fathers’ or mothers’ educational backgrounds have a significant influence on identity statuses. Participants whose fathers received a doctorate degree got higher scores in “identity foreclosure”, while participants whose mothers received a doctorate degree got lower scores in “identity moratorium”.
8.Fathers’ occupational differences have a significant influence on “identity foreclosure”. Participants whose fathers work as senior professionals got higher scores in “identity foreclosure” than those whose fathers works as general professionals, salesmen or customer service personnels.
9.Ego identity status (identity achievement, identy moratorium and identity foreclosure) of the whole students can positively predict extrinsic academic motivation. The status of“identity achievement” and “identy moratorium” can positively predict intrinsic academic motivation, while“identity foreclosure” can negatively predict intrinsic academic motivation.
10.After dividing students into two groups(senior high school students and vocational school students), the status of“identity achievement” can positively predict intrinsic and extrinsic academic motivation. “Identy moratorium” can positively predict extrinisic academic motivation, while“identity foreclosure” can negatively predict intrinsic academic motivation.
目次 Table of Contents
中英文摘要
目次…………………………………………………………………………… v
表次…………………………………………………………………………… vii
圖次…………………………………………………………………………… viii
第 一 章 緒論
第一節 研究背景…………………………………………………………… 1
第二節 研究目的…………………………………………………………… 4
第三節 研究問題與假設…………………………………………………… 5
第四節 重要名詞釋義……………………………………………………… 6
第五節 研究範圍與限制…………………………………………………… 8
第 二 章 文獻探討
第一節 自我統合之意涵、理論與相關研究……………………………… 9
第二節 學習動機意涵、自我決定理論與相關研究………………………25
第三節 自我統合、學習動機與學業成就之相關研究……………………37
第 三 章 研究方法
第一節 研究架構……………………………………………………………46
第二節 研究對象……………………………………………………………47
第三節 研究工具……………………………………………………………49
第四節 資料處理與分析……………………………………………………59
第 四 章 研究結果與分析
第一節 研究背景資料分析…………………………………………………61
第二節 高中職學生自我統合類型之概況及分佈情形……………………66
第三節 不同背景變項下高中職學生自我統合狀態之差異情形…………68
第四節 高中職學生自我統合狀態對學習動機之預測情形………………90 
第五節 高中職學生自我統合狀態對於學習成就的預測情形………… 93
第六節 學習動機中介高中職學生自我統合狀態與學生學業成就之情形
……………………………………………………………………94
第 五 章 結論與建議
第一節 結論………………………………………………………………102
第二節 建議………………………………………………………………109
參考文獻
中文部份 …………………………………………………………………116
英文部份 …………………………………………………………………121
附錄
附錄一 自我統合量表與學習動機量表預試問卷………………………133
附錄二 自我統合量表與學習動機量表正式問卷………………………141
附錄三 專家審查問卷意見彙整…………………………………………149
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