國中學生音樂性社團參與程度與學校課程學習動機之相關研究-以新竹縣竹東北埔區為例
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2012
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本研究旨在探究國中學生的「音樂性社團參與程度」與「學校課程學習動機」之相關,以新竹縣竹東北埔區的七個國中13個音樂性社團之參與學生為研究對象,以自編之「音樂性社團參與及學習動機量表」為研究工具進行調查,以次數分配、百分比、獨立樣本T檢定、單因子變異數、迴歸等進行分析與比較。
獲得具體結論如下:
一、國中學生之音樂性社團參與及其情感投入、行為投入、價值投入等構面之數據皆呈現高參與程度,顯示在情感上對於社團的認同度極高,付出努力的意願與態度正向,肯定社團學習帶給自己的榮譽與經驗是值得珍視驕傲的。
二、國中學生在社團參與時知覺學校行政支持明確肯定,對於自己社團所建立的特色與社團價值也非常清處。教師與同儕間的知覺支持次之,來自家庭支持的知覺只有中等程度。
三、參與音樂性社團之國中學生,在學校課程學習動機的價值成分表現為高學習動機,期望成分與情感成分表現則為中度學習動機。學生對學習所抱持之價值信念與態度積極正向。對於學習成功或失敗的歸因信念良好;對學習成功之預期有信心。
四、不同之學生背景變項確實形成顯著差異,無論在年級、性別、社團種類、社團經驗、家庭背景等各方面。
五、「社團參與程度」與「學校課程學習動機」之相關預測達極為顯著表現,預測力皆稍較微弱,大都在30%之下,但仍具有一定之意義。
依上述之結論做成以下建議:
一、對家長:以鼓勵的態度來支持孩子參與社團中的訓練、展演與比賽,使學生在音樂與舞台訓練、領導與合作學習中,增強其自我效能與預期學習成功的信心。
二、對國中學生:社團的價值與自我的獲得建立在實際的付出行為,以負責的態度面對訓練、學習,提升自我效能之信心,使學校課業學習與社團參與相輔相成。
三、指導教師:除了音樂訓練外,更肩負了品格教育與課業學習激勵的責任,強調社團整體的學術氛圍與優雅的氣質,增強學生的學習動機,使社團的音樂訓練與學生的學業成就都有優質表現。
The objective of research was to explore the relationship between “participation levels in music club” and “learning motivation of school curriculum” for junior high school students. The students for research were from, the regions of Jhudong, Beipu Township of Hsinchu County, 13 music clubs in seven junior high schools. The research tool was used by self-organized “the music club participation and learning motivation scale” to investigate the program. Specific conclusions are listed as follows: 1.The collected data showed the junior high school students’ participation levels in music clubs were high in respective of emotional involvement, behavioral involvement, and valuable involvement. The identity levels of music clubs were high; willingness and attitude of paying effort were positive; learning experiences and honors in music club were proud and precious. 2.The consciousness support of music clubs participation for junior high school students were clear and affirmative from school administrators, teachers and peers respectively and followed by family support was moderate. 3.Participating in the musical clubs had high learning motivation in valuable component of school curriculum, but in expectative and emotional components had moderate motivation presentations. The students possessing valuable belief and attitude were positive. The expectation of learning success presented confidently. 4.Regardless of grades, gender, club types, club experiences, family backgrounds, the different background variables of student showed the significant differences. 5."Participation level in music clubs" and "motivation of school curriculum" were extremely significant. The predictive powers were slightly weaker, mostly under 30%, but still had certain meanings. According to the aforementioned conclusions, the suggestions are listed below: 1.To parents: Supporting children to join training, performing and competition can make students to enhance performance and confidence of learning success. 2.To students: Value of club and self-obtainment are built in real payment behavior. Facing to training and learning activities with responsible attitude to promote confidence of performance, it can help a lot of both curriculum learning and participation of music club. 3.To teachers: Teachers response for moral education and encouraging academic learning. Emphasizing academic atmosphere and elegant character of club can enhance students’ leaning motivation and perform well in both music training and academic achievement.
The objective of research was to explore the relationship between “participation levels in music club” and “learning motivation of school curriculum” for junior high school students. The students for research were from, the regions of Jhudong, Beipu Township of Hsinchu County, 13 music clubs in seven junior high schools. The research tool was used by self-organized “the music club participation and learning motivation scale” to investigate the program. Specific conclusions are listed as follows: 1.The collected data showed the junior high school students’ participation levels in music clubs were high in respective of emotional involvement, behavioral involvement, and valuable involvement. The identity levels of music clubs were high; willingness and attitude of paying effort were positive; learning experiences and honors in music club were proud and precious. 2.The consciousness support of music clubs participation for junior high school students were clear and affirmative from school administrators, teachers and peers respectively and followed by family support was moderate. 3.Participating in the musical clubs had high learning motivation in valuable component of school curriculum, but in expectative and emotional components had moderate motivation presentations. The students possessing valuable belief and attitude were positive. The expectation of learning success presented confidently. 4.Regardless of grades, gender, club types, club experiences, family backgrounds, the different background variables of student showed the significant differences. 5."Participation level in music clubs" and "motivation of school curriculum" were extremely significant. The predictive powers were slightly weaker, mostly under 30%, but still had certain meanings. According to the aforementioned conclusions, the suggestions are listed below: 1.To parents: Supporting children to join training, performing and competition can make students to enhance performance and confidence of learning success. 2.To students: Value of club and self-obtainment are built in real payment behavior. Facing to training and learning activities with responsible attitude to promote confidence of performance, it can help a lot of both curriculum learning and participation of music club. 3.To teachers: Teachers response for moral education and encouraging academic learning. Emphasizing academic atmosphere and elegant character of club can enhance students’ leaning motivation and perform well in both music training and academic achievement.
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國中學生, 音樂性社團, 學習動機, 社團參與, Pintrich, Junior high school student, Music club, Learning motivation, Participation in music club, Pintrich