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A Study of the Relationship among Learning Motivation, Attitude, and Academic Achievement of the Design Majored Students with Exam-free Admission in Technical High School for 12-year Basic Education
This study investigated the learning motivation, attitude, and achievement of design group students with exam-free admissions in technical high schools within the context of 12-year basic education. Whether students from different accesses of exam-free admission perform similarly or not in terms of above mentioned variables was examined, as well as their correlations and predictive power on academic achievement. A survey– “The Questionnaire of Learning Motivation and Attitude for Exam-free Admission Students in 12-Year Basic Education” was modified to collect data by using a stratified cluster sampling strategy. Participants includeddesign majored students who enrolled in technical high schools through exam-free admission in 2014 in the Keelung& Taipei Area (n=376). The results were as follows: (1) learning motivation and attitude of the students who were enrolled through 1st and 2nd exam-free admissions were generally good; (2) students from 1st and 2nd exam-free admissions had close learning motivation, attitude, and achievement; (3) the learning motivation, attitude, and achievement were highly correlated; (4) the learning motivation could effectively predict the learning achievement.
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