戶外冒險教育課程對國中生之學習動機與自我效能影響之研究—以新竹市某國中八年級「戶外領導力登山課程」為例

dc.contributor謝智謀zh_TW
dc.contributorHsieh, Chih-Mouen_US
dc.contributor.author謝孟育zh_TW
dc.contributor.authorHsieh, Meng-Yuen_US
dc.date.accessioned2020-12-14T08:41:13Z
dc.date.available2020-06-23
dc.date.available2020-12-14T08:41:13Z
dc.date.issued2020
dc.description.abstract本研究主要探討「戶外冒險教育課程」對國中八年級學童學習動機與自我 效能之影響。以相關研究調查與教學現場觀察發現學生的學習動機逐漸下降, 對自我學習的意義不明,遇到困難容易放棄。故研究者希望藉由戶外冒險教育 課程,打破固有學習框架,提升學生的學習動機與自我效能。 透過研究者設計之戶外冒險教育登山課程,採準實驗研究設計,以研究者 任教之新竹市某國中八年級兩個班級為實驗組 (N = 48),另隨機選兩班為對照 組 (N = 52),共 100 人為研究對象。研究工具包括「學習動機量表」和「SEQ-C 青少年自我效能量表」。實驗組接受為期半年、三階段戶外冒險教育課程的實驗 設計,對照組則未接受任何實驗處理。研究結果採描述性統計、t 檢定、單因子 共變數、單因子變異數分析等量化資料呈現。 依據實驗結果,本研究之結論為戶外冒險教育課程在提升實驗組學生「學 習動機」與「目標導向」、「追求成功」層面上有顯著性的顯著效果,且對低學 業成就之學生影響較大;對「自我效能」有正向提升效果,且「情緒自我效能」 有延宕性顯著提升,故戶外冒險教育之自發性挑戰、全方位價值契約、賦權、 失衡、引導反思、成功經驗移轉等元素有助於提升學習動機與情緒自我效能。zh_TW
dc.description.abstractThis study focuses on the impact of the "outdoor adventure education curriculum" on the learning motivation and self-efficacy of eighth grade middle school students. According to relevant research investigations and teaching site observations, students’ learning motivations have gradually declined, and their purpose for self-learning are unclear. It is easy to give up when encountering difficulties. Therefore, the researcher hopes to alter the existing teaching-learning system and improve students’ motivation and self-efficacy through outdoor adventure education courses. Through the Outdoor Adventure Education Backpacking course designed by the researchers, the quasi-experimental research was designed. The research subjects were a total of 100 people, the experimental group (N = 48), and the control group (N = 52). The subjects were 4 classes from the 8th grade in Hsinchu City taught by the researcher. Research tools included "Learning Motivation Scale" and "SEQ-C Adolescent Self-Efficacy Scale". The experimental group accepted the experimental design of the six-month and three-stage outdoor adventure education courses, while the control group did not receive any experimental treatment. The results of the study were presented with quantitative data such as descriptive statistics, t-test, single-factor covariate, and single-factor variance analysis. Based on the experimental results, the conclusion of this study is that the outdoor adventure education curriculum has significant effects on enhancing the “learning motivation”, “goal-orientation”, and “successful pursuit” levels of the students in the experimental group, and has a greater impact on students with low academic achievement. The study also shows a positive effect on “self-efficacy”, and significant delay in “emotional self-efficacy”. Therefore, the different elements of outdoor adventure education: the “challenge by choice”, full value contract, empowerment, cognitive dissonance, guided reflection, transfer of successful experience, etc. help improve learning motivation and emotional self-efficacy.en_US
dc.description.sponsorship公民教育與活動領導學系zh_TW
dc.identifierG060607027E
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060607027E%22.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110136
dc.language中文
dc.subject冒險教育zh_TW
dc.subject探索教育zh_TW
dc.subject體驗教育zh_TW
dc.subject登山課程zh_TW
dc.subject學習動機zh_TW
dc.subject自我效能zh_TW
dc.subjectOutdoor Adventure educationen_US
dc.subjectExploration educationen_US
dc.subjectExperience educationen_US
dc.subjectBackpacking coursesen_US
dc.subjectLearning motivationen_US
dc.subjectSelf-efficacyen_US
dc.title戶外冒險教育課程對國中生之學習動機與自我效能影響之研究—以新竹市某國中八年級「戶外領導力登山課程」為例zh_TW
dc.titleThe Study of Outdoor Adventure Education Curriculum on Learning Motivation and Self-efficacy of Junior High School Students-An Example of the Outdoor Leadership Backpacking Course for Grade 8 Students of Hsinchu Junior High Schoolen_US

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