| Abstract: | 本研究旨在瞭解彰化縣國中生音樂期望-價值與學習興趣之關係研究，同時探討國中生不同背景（性別、有無音樂學習相關經驗及家庭社經地位）在音樂之期望-價值及學習興趣之差異情形。以問卷調查法並採分層隨機抽樣方式抽取彰化縣820位國中生樣本進行探討，研究工具有期望-價值量表、學習興趣量表等。統計分析方法以描述性統計、Hotelling T2、單因子多變量分析、多元逐步迴歸分析等方式。研究結果如下：1.國中生的期望-價值與學習興趣現況皆為中上程度。2.不同性別的國中生在期望-價值與學習興趣有顯著差異，女學生顯著高於男生。3.國中生不同音樂學習相關經驗對其音樂期望-價值與學習興趣有顯著差異，有音樂學習相關經驗顯著高於無音樂學習相關經驗。4.不同社經地位的國中生在音樂期望信念無顯著差異，價值信念(如成就價值以及失去選擇其他活動代價)達顯著差異；學習興趣(如任務興趣以及知識興趣)達顯著差異。5.國中生音樂期望-價值與學習興趣具有顯著相關。6.國中生音樂期望-價值分別對情境興趣（如文本興趣、任務興趣、知識興趣）與個人興趣（如潛在興趣以及實現興趣）皆具有顯著預測效果。最後，研究者依據研究結果，對國中教師、音樂教育者提出關於國中學生學習音樂的建議，以做為教學運用和未來研究之參考。
The purpose of this study was to explore the relationships between expectancy-value and academic leanring interest in music learning of the junior high school students, and to understand the differences between student of various backgrounds(e.g gender, prior experience in music study, and parents' socioeconomic status) on the expectancy-value and academic leanring interest.This study was a questionnaire survey method, using stratified random sampling to collect 820 junior high school students from Changhua county. The instruments in this study included Expectancy-Value Scale and Academic Learning Interest Scale. The data was analyzed using descriptive statistics, Hotteling T2, MANOVA, Pearson product-moment correlation, and multiple stepwise regressions analysis.The main results in this paper are as follows1.The expectancy-value and academic learning interest of junior high school students were above average scores.2.Gender had significant differences on expectancy-value and academic learning interest. Female students had better scores than male students.3.Prior experience in music study had significant differences on expectancy-value and academic learning interest, students with previous involvement in after-school music lessons had better scores than students without.4.Students’ parents' socioeconomic status didn’t have significant differences on expectancy beliefs, however, had significant differences on value beliefs and academic learning (e.g., interest task-based interest, and knowledge-based interest).5.There were significantly positive correlations beweteen the expectancy-valuel and academic learning interest.6.Expectancy-value could significantly predict situlational interest (e.g., text-based interest, task-based interest, and knowledge-based interest) and personal interest (e.g., actualized interest and latent interest), respectively. Finally, based on the results and insights of the research, the researchers proposed to the middle school teachers and music educators about the music learning of middle and middle school students as a reference for teaching application and future research. |
