國小學童數學課室目標結構與其心理需求、動機類型及學習行為之相關研究

THUIR > College of Social Sciences > Graduate Program of Education > Master's Theses > Item 310901/1923

Please use this identifier to cite or link to this item: http://140.128.103.80:8080/handle/310901/1923

Title:	國小學童數學課室目標結構與其心理需求、動機類型及學習行為之相關研究
Other Titles:	The Relations among Mathematics Classroom Goal Structures, Psychological Needs, Types of Motivation and Learning Behaviors of Elementary School Students
Authors:	吳淑玲 Wu, Shu-Ling
Contributors:	林?超 Lin, Chi-Chau 東海大學教育研究所
Keywords:	數學課室目標結構;心理需求;動機類型;學習行為 Mathematics classroom goal structures;psychological needs;types of motivation;learning behaviors;Relations;data
Date:	2008
Issue Date:	2011-03-09T02:51:09Z (UTC)
Abstract:	本研究旨在探討國小學童之數學課室目標結構、心理需求、動機類型與學習行為之相關研究。本研究採用問卷調查法，以台中縣國小五年級學童為研究對象，抽取16所國小，31 個班級，共774人為研究樣本。研究工具包括「數學課室目標結構?表」、「心理需求?表」、「動機類型量表」以及「學習行為?表」。施測所得資料運用描述統計、賀德臨T2考驗、皮爾遜積差相關、多元迴歸分析及階層迴歸分析?考驗各項假設。本研究的發現如下：一、國小五年級學童之心理需求、動機類型與學習行為具有中上水準表現。二、不同性別的國小五年級學童之數學課室目標結構、心理需求有顯著差異；在動機類型、學習行為上則無明顯的差異。三、數學課室目標結構可預測心理需求，心理需求能預測動機類型，數學課室目標結構可預測動機類型。四、心理需求為數學課室目標結構與動機類型的中介變項。五、數學課室目標結構可預測動機類型，動機類型能預測學習行為，數學課室目標結構可預測學習行為。六、動機類型為數學課室目標結構與學習行為的中介變項。本研究最後根據研究結果提出各項建議，以供國小教學、學習輔導及未?研究之?考。 The purpose of the research was to explore the relations of Mathematics classroom goal structures , psychological needs, types of motivation and learning behaviors to the students at elementary school. The samples of the research were the 5th graders of elementary school in Taichung County , collected from 16 elementary schools, 31 classes, altogether 774 students. The instruments used in the study included Mathematics Classroom Goal Structures Scale, Psychological Needs Scale, Types of Motivation Scale, and Learning Behaviors Scale. The statistical methods used to analyze the data were descriptive statistics, Hotelling’s T2, Pearson’s product-moment correlation, multiple regression and hierarchical regression.The follows were the main results of the research:1. Psychological needs, types of motivation and learning behaviors to the five-grade students at elementary school had above the average scores.2.Gender had significant differences on Mathematics classroom goal structures and psychological needs. However, there was no difference on types of motivation and learning behaviors. 3.Mathematics classroom goal structures could predict psychological needs. Psychological needs could predict types of motivation. Mathematics classroom goal structures could predict types of motivation.4.Mathematics classroom goal structures and types of motivation were mediated through psychological needs.5. Mathematics classroom goal structures could predict types of motivation. Types of motivation could predict learning behaviors. Mathematics classroom goal structures could predict learning behaviors.6. Mathematics classroom goal structures and learning behaviors were mediated through types of motivation.Based on above of these findings, suggestions for elementary school implications, educational guidance and further research were proposed.
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