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Title: 雙核心動機模式測量指標的建立及跨年級的檢驗
Other Titles: Establishment of Indicators and Cross-grade Comparison for the Dual-Core Motivation Model
Authors: 劉政宏
Cheng-Hong Liu
Issue Date: Mar-2012
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 劉政宏(2009 )提出雙核心動機模式(dual-core motivation model' 簡稱OCM) 來說明學習動機包含的成分,及其對學習行為的影響路徑,其中認為學習動機包含價值、預期、情感與執行意志四個不同成分,但其中僅有情感與執行意志兩個核心成分對學習行為有直接影響力,價值與預期等成分則是經由雙核心成分的中介,間接對學習行為產生影響。先前研究顯示OCM 在概念架構與檢驗證據上仍有改善空間,因此本研究目的在進一步闡述與確定OCM 中各動機成分的概念與測量指標,並以1203 位小六至國三學生資料針對修正後的OCM 進行檢驗與跨年級比較。使用的工具包含「國中小學習動機量表」與「國中小學習行為量表」, 資料則透過LISREL 進行結構方程模式分析。分析結果發現,相較於先前結果,修正後的OCM 獲得觀察資料的支持,其整體適配度與內在品質皆大幅提昇'同時不同年級的中小學生在OCM 大多數結構係數上並未有差異。本研究根據研究結果在理論與實務上的涵義進行討論,並提出結果應用及未來研究的建議。
The Dual-Core Motivation Model (DCM) proposed by Liu (2009) suggests that there are four different motivationcomponents of value, expectation, affect, and executive volition. Of the four components, only affect and executive volitionwhich are supposed to be core motivation components influence learning behavior directly. However, the effects of the valueand expectation component on learning behavior are indirect and mediated by the two core components. Previous findingsshowed the DCM could be improved in tenns of theoretical structure and supportive evidence. Thus, this study aimed toconfinn the subcomponents and indicators for the four motivation components, and test and make cross-grade comparison onthe revised DCM. A total of 1203 validated sixth-grade andjunior high school students in Taiwan were involved in this studyand instruments employed were the "Learning Motivation Scale" and "Learning Behavior Scale" for primary and junior highschool students. Data collected were analyzed by structural equation modeling using the LISREL computer program. Resultsshowed that the fit indices of overall model and internal structure of the revised DCM improved obviously. Besides, as tomost of the structure coefficients, there were no significant differences among sixth to ninth grade students. Based on thefindings, possible implications for educators and suggestions for future research are discussed.
Other Identifiers: DA1C0652-6AE1-B2EA-D20F-89DFB80866B7
Appears in Collections:教育心理學報

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