學習動機、心流經驗與學習滿意之關係研究—以新北市技術型高中設計群學生為例

Abstract

本研究在探討新北市技術型高中設計群學生學習動機、心流經驗以 及學習滿意的關係。本研究採調查研究法，經由文獻探討發展出「新北 市設計群學生學習動機、心流經驗與學習滿意調查問卷」，內容共分為 四個部分:「背景資料」、「學習動機」、「心流經驗」、「學習滿 意」。研究對象為 108、109 學年度入學之新北市技術型高中設計群二 年級與三年級的學生，本研究母群體約 2,717 人，以總人數的五分之一 比例為研究對象，共取得有效問卷 559 份，正式問卷採分層比例抽樣方 法方式進行，使用描述性統計、變異數分析、獨立樣本 t 檢定、皮爾森 積差相關分析與多元迴歸分析逐步探討。本研究獲得結論如下: 一、新北市技術型高中設計群學生知覺學習動機、心流經驗及學習滿 意現況均具有良好的程度。 二、性別在學習動機、心流經驗及學習滿意表現上無顯著差異。 三、設計群三年級的學生相較二年級的學生知覺「情感反應」、「自我效能」、「學習成果」之層面達顯著差異水準。 四、科別在學習動機、心流經驗及學習滿意表現上無顯著差異。 五、設計群學生參賽經歷與其學習動機、心流經驗、學習滿意均達顯著差異。 六、家庭背景與學習動機、心流經驗及學習滿意表現上無顯著差異。 七、學習動機與心流經驗呈高度正相關;學習動機與學習滿意呈中度正 相關;心流經驗與與學習滿意呈中度正相關。 八、心流經驗在學習動機與學習滿意之間具有部分中介效果。

The purpose of this study was to investigate the relationship between learning motivation, flow experience and learning satisfaction. This study employed a survey research method. After reviewing relevant literature, a questionnaire was developed for surveying students in the Design Group at technical high schools in New Taipei City. The survey included four parts: students’ background information, learning motivation, flow experience and learning satisfaction. Participants were students enrolled in the 2019 academic year and the 2020 academic years. The number of participants in this study was 2,717 people and 559 valid copies were received. The formal questionnaire was distributed by using a proportionate stratified sampling method. The data was generated and analyzed by applying descriptive statistics, analysis of variance, independent sample t-test, Pearson correlation and multiple regression analysis to confirm the hypothesis of the research. The results were as follows:1.Students in the Design Group at technical high schools in New Taipei City perceived that the current situation of learning motivation, flow experience and learning satisfaction was above average.2.There was no significant difference between learning motivation, flow experience and learning satisfaction with respect to participant gender.3.The levels of emotion reaction, self-effective and learning outcomes of years3 students showed a significant difference compared to years 2 students.4.There was no significant difference between learning motivation, flow experienceand learning satisfaction with respect to the majors of the participants.5.The experience of competition of students showed a significant difference between learning motivation, flow experience and learning satisfaction.6.There was no significant difference between learning motivation, flow experience and learning satisfaction with respect to participant background.7.Learning motivation and flow experience showed a significant positive correlation as did learning motivation and learning satisfaction, flow experience and learning satisfaction showed a significant positive correlation8.The flow experience had partial mediation effects on learning motivation and learning satisfaction.