國中生學業自主性動機、學業投入與不投入、學業復原力及因應方式之研究

Abstract

本研究參考Skinner、Pitzer和Steele（2013）動機性復原力模式，提出以學業自主性動機為自變項，學業復原力、學業投入與不投入為中介變項，而因應方式為依變項的假設模式，以745位國中生，男生368位（49.4%），女生376位（50.5%）為正式研究對象，探討各變項的關係。測量工具包含：學業自主性動機量表、學業復原力量表、學業投入與不投入量表、多向度（六類）因應方式量表四種。統計方法主要為獨立樣本t考驗、皮爾森績差相關、階層式迴歸分析和路徑分析進行統計考驗。根據研究假設所得之結果如下： 1.性別在學業復原力、學業不投入、自我激勵、混亂、逃避和反芻思考有顯著差異，其中混亂和反芻思考是女生多於男生，而學業復原力、學業不投入、自我激勵和逃避則是男生多於女生。年級在學業不投入總分、行為不投入、情緒不投入－無聊，以及情緒不投入－挫折、憂慮、煩惱上有顯著差異，皆為國二生高於國一生。 2.學業自主性動機、學業復原力與策略化、尋求協助、自我激勵因應方式具有正向關連；學業自主性動機與混亂、逃避因應方式具有負向關連，學業復原力與混亂、反芻思考因應方式具有負向關連。學業復原力、學業投入與策略化、尋求協助、自我激勵因應方式具有正向關連；學業復原力與混亂、反芻思考因應方式具有負向關連，學業不投入與混亂、逃避、反芻思考因應方式具有正向關連。 3.學業自主性動機與學業復原力對不同因應方式具有預測力，同時學業自主性動機與學業投入（或不投入）各變項對不同因應方式具有預測力，只是各因應方式之預測因子有些許差異。 4.學業復原力在學業自主性動機和自我激勵、逃避間具有正向中介效果，又分別負向中介學業自主性動機和尋求協助、混亂和反芻思考之影響。 5.學業投入在學業自主性動機和策略化、尋求協助和自我激勵之間具有中介效果，在學業自主性動機與混亂之間有負向中介效果，並且接近顯著地負向中介逃避。 6.學業不投入在學業自主性動機和尋求協助之間具有負向中介效果，並分別在學業自主性動機與混亂、逃避和反芻思考間有正向中介之影響。 7.雙中介變項之學業復原力、學業投入對學業自主性動機分別和策略化、尋求協助和自我激勵因應方式之間具有正向間接效果，同樣對學業自主性動機和混亂間具有負向間接效果。 最後，根據研究結果提出本研究之建議，並提供教育與輔導人員在實務工作之參考。This study refers to the motivational resilience model of Skinner, Pitzer and Steele (2013), and proposes a hypothesis model, using academic autonomous motivation as the independent variable, academic resilience, and academic engagement and disaffection as mediation variables, and ways of coping as the dependent variable. Taking 745 middle school students, including 368 (49.4%) male students and 376 (50.5%) female students as the research object, to explore the relationship between each variable. The four research tools used were Academic Autonomous Motivation Scale, Academic Engagement and Disaffection Scale, Academic Resilience Scale, and Multidimensional (six ways) Measure of Coping Scale. In order to verify the hypothesis, an independent sample t test, Pearson correlation, hierarchical regression, and path analysis were used for statistical test. The results based on the research hypothesis are as follows: 1.There are significant differences in gender in academic resilience, disaffection, self-encouragement, confusion, escape and rumination. Among them, girls show more confusion and rumination than boys, while boys show more academic resilience, disaffection, self-encouragement and escape than girls. Grade also has significant differences in disaffection total score, behavioral disaffection, emotional disaffection-boring, and emotional disaffection-frustration/worried/troubled, all of which showed that eighth grade students are higher than seventh grade students. 2.Academic autonomous motivation and academic resilience have positive correlations with strategizing, help-seeking, and self-encouragement; academic autonomous motivation is negatively related with confusion and escape, simultaneously, academic resilience relates with confusion and rumination negatively. Moreover, academic resilience and academic engagement are positively related with strategizing, help-seeking, and self-encouragement; academic resilience shows negative correlation with confusion and rumination, and disaffection displays positive correlation with confusion, rumination, and escape. 3.Academic autonomous motivation and academic resilience are predictive of different ways of coping, while academic autonomous motivation and the subvariables of academic engagement (or disaffection) are also predictive of different ways of coping, but the prediction factors of each coping way are slightly different. 4.Academic resilience positively mediates between academic autonomous motivation and self-encouragement, and escape; moreover, negatively mediates between academic autonomous motivation with help-seeking, confusion and rumination. 5.Academic engagement is a positive mediator between academic autonomous motivation and strategizing, help-seeking, and self-encouragement, and is a negative mediator between academic autonomous motivation and confusion, and also to escape, which the effect was close to significant. 6.Disaffection negatively mediates between academic autonomous motivation and help-seeking, and positively mediates the effects of academic autonomous motivation to confusion, escape and rumination. 7.The dual mediation variables, which are academic resilience and academic engagement, have a positive indirect effect on the influence from academic autonomous motivation toward strategizing, help-seeking, and self-encouragement, and also have a negative indirect effect on academic autonomous motivation toward confusion. Finally, based on the research results, recommendations are proposed for educators and counselors in practical work.