中學生正向學習量表之發展研究

Development of a Positive Learning Motivation Scale for Junior and Senior High School Students

10.6251/BEP.202209_54(1).0007

賴思妤(Szu-Yu Lai)；陳李綢(Lee-Chou Chen)；何函儒(Han-Ju Ho)

學習動機 ； 學習情緒 ； 正向積極 ； 學習動力 ； 學習復原力 ； learning motivation ； learning emotions ； optimistic ； learning hardwork ； learning resilience

教育心理學報

54卷1期（2022 / 09 / 01）

155 - 178

繁體中文

本研究主要目的在編製適合中學生使用的正向學習量表，期望探討中學生的正向學習指標。研究以中學生1,056份進行預試，依項目分析及探索性因素分析，確定36題為正式量表，內容有五個向度：「學習動機」、「學習情緒」、「責任感」、「正向積極」及「同理合作」，另外「學習動機」和「學習情緒」合稱為「學習動力」，「責任感」、「正向積極」及「同理合作」合稱為「學習復原力」。本研究以（通稱為中學生），共4,086份資料為研究樣本，進行正式量表的信度與效度檢驗。探索性因素分析結果顯示，正向學習態度量表在中學生有高度內部一致性及穩定性；驗證性因素分析結果顯示，量表所提的五個因素模式，有不錯適配度。為此，正向學習態度與正向心理健康、人際關係及情緒智慧等息息相關，正向學習量表是一套適用於了解中學生學習動力及學習復原力的良好工具，可作為輔導中學生克服學習壓力及發展正向學習的量表。

Positive psychology is essential for learning attitudes, methods, and strategies in terms of learning motivation and learning emotion. A scientific perspective can increase the value of a learning life; it is also crucial for adaptability and flexibility because coping with learning challenges requires the knowledge and ability as well as a positive attitude. Many researchers have investigated the learning process of junior and senior high school students by using a positive learning motivation assessment, but their methodology had several limitations. For instance, many of the studies included a negative description (e.g., a heavy course load increases stress) or focused on negative mental states (e.g., learning burnout and alienated relationships). The implementation of education reform cannot alleviate the learning pressure of middle school students, and more than half of junior and senior high school students are negatively affected by ＂schoolwork pressure＂ and ＂exam pressure,＂ decreasing their mental health and learning motivation. In Taiwan, research on positive learning is lacking. Research on positive learning motivation includes learning attitudes, learning methods and strategies, learning hard work, learning emotions, responsibility, optimism, and resilience. In positive psychology research, additional investigation may provide more reasons for the cultivation of positive learning motivation. Therefore, this study developed a Positive Learning Motivation Scale (PLMS) to measure the index of learning incentive for junior and senior high school students for incorporating positive learning motivation as an indicator of the learning phenomenon. This study also analyzed the essential nature of optimism and learning resilience among students. Learning motivation is the driving force of learning. Motivation is an essential factor in the success or failure of learning among students, indicating that motivation has a profound impact on positive learning. In the learning process, positive emotions make learners emotionally stable, active and interested in learning, able to concentrate, stimulate personal potential, become dynamic and innovative in learning, and enhance their sense of achievement in learning. Our PLMS multidimensionally assesses students' learning motivation and learning emotion such as learning effort and strategy (e.g., understanding hard work and good learning emotions) and learning resilience (e.g., responsibility, optimism, and empathy-cooperation). We designed this assessment instrument for junior and senior high school (grade 7-12) students. The PLMS scale items were designed as theoretically constructed questions. The relevant theories and literature on positive learning in PLMS have confirmed the definition of positive learning, and then the item structure of the relevant scales was designed. For the compilation of the PLMS, scale items were generated based on schoolteachers' suggestions; here, the themes of the PLMS were prepared and classified. The relevant theories and literature on positive learning were analyzed, and the definition of positive learning was confirmed. Then, the item structure of the relevant scales was designed to determine the junior and senior high school students in the north, middle, and second districts as the participants of the preliminary test. Next, the initial test questions were subjected to item and factor analyses. The test questions with research and identification index of ＞ 3 and consistency score between the test questions of ＞ 0.3 were selected. Next, we performed exploratory factor analysis (EFA), screened the questions, determined the eligible test questions, collected samples for formal testing, and performed statistical analysis on the test results. The test-retest reliability and the criteria of the validity correlation test were established 3 weeks apart. The posttest results were subjected to multiple regression analysis, confirmatory factor analysis (CFA), and criterion-related validity analysis to explore the sex and age differences in each subscale. In total, 1056 students participated in the pretest study. On the basis of the results of item analysis and EFA, ＂the context item are learning hard work,＂ ＂learning emotions,＂ ＂responsibility,＂ ＂optimism,＂ and ＂empathy-cooperation＂ fulfill a formal scale. The scale used here had 36 self-reported items, rated on a 4-point Likert-type scale. In total, 4,086 junior and senior high school students were used as samples. The PLMS used for analyzing the learning motivation and learning emotions of junior and senior high school students also used a 4-point Likert-type scale. Here, the higher the score, the better the positive learning. The PLMS, including 36 questions, required 10-15 minutes to complete. Our results indicated that the PLMS has significant criteria-related validity for items related to factors, such as positive mental health and emotional intelligence. The average score for learning emotion was the highest, indicating that when junior and senior high school students develop learning motivation, learning emotion warrants special attention. The study results also demonstrated that the students' resilience positively affects education and that those with high resilience can respond to events and have more positive interpersonal skills. Among middle school students, we also found significant age and sex differences in positive learning. Our results suggested that positive learning should use strategies to improve students' ability to perform various activities and aid them in self-resilience development. Positive learning is associated with resilience because it can optimistically predict learning tasks, particularly the ability to maintain mental health. Because learners with high resilience will be more concerned about self-ability, they may make more effort and demonstrate perseverance and thus have improved academic control. In this study, we aimed to understand positive learning in junior and senior high school students by developing the PLMS. Our results may aid the design of efficient teaching activities to cultivate positive understanding. The reliability and validity of the PLMS can provide auxiliary applications in education, counseling, and life education. In terms of education, it examines the academic and life knowledge as well as the skills of middle school students, facilitating the development of their learning motivation or learning resilience and the design of an effective learning and teaching plan for them. In terms of counseling, the parents and teachers of middle school students can use the PLMS to determine the positive knowledge so that these teachers and parents can have a deeper understanding of this aspect. The PLMS results can be employed in assisted living and counseling materials to aid middle school students in exploring their strengths and thinking. The internal consistency of the PLMS for junior and senior high school students was satisfactory. The construct validity of the PLMS, detected using CFA, indicated an acceptable model fit. The correlation results demonstrated that a high PLMS score was related to positive mental health, interpersonal relationships, and emotional intelligence. Moreover, the psychometric evaluation by using the PLMS demonstrated statistically reliable and valid results. In this research, we adopted the perspective of positive psychology; focused on learning motivation, learning emotion, and resilience; and developed a positive learning scale for junior and senior high school students. In general, the PLMS results may provide evidence supporting learning and relevant practical research interventions and reference for counseling junior and senior high school students to improve positive learning motivation.

1. 王玉珍, Y.-C.,李宜玫, Y.- M.,吳清麟, C.-L.(2019)。青少年優勢力量表之發展研究。教育心理學報，50，503-528。
   連結：
2. 余民寧, M.-N.,翁雅芸, Y.-Y.,張靜軒, C.-H.(2018)。數理科學的學習動機有性別差異嗎？一個來自後設分析的證據。當代教育研究季刊，26(1)，45-75。
   連結：
3. 吳治勳, C.-H.,吳英璋, Y.-C.,許文耀, W.-Y.,蕭仁釗, R.-J.(2008)。「台灣兒童及青少年關係量表（TRICA）」之編製和心理計量特性研究。測驗學刊，55，535-557。
   連結：
4. 吳相儀, H.-Y.,林耀南, Y.-N.,陳學志, H.-C.,邱發忠, F.-C.,徐芝君, C.-C.(2008)。樂觀就不悲觀嗎？樂觀與悲觀的雙向度理論驗證及量表的發展。測驗學刊，55，559-589。
   連結：
5. 吳相儀, H.-Y.,張聖翎, S.-L.,蕭舒謙, S.-C.,簡晉龍, C.-L.(2018)。感恩到幸福：從復原力探討感恩與心理健康之關係。教育心理學報，50，83-106。
   連結：
6. 汪美伶, M.-L.,李灦銘, H.-M.(2010)。學校相關壓力對國中生學業成就之影響：內控信念之調節角色。中華心理衛生學刊，23，1-33。
   連結：
7. 張萬烽, W.-F.(2020)。保護因子對於不同復原力類型學習障礙學生之影響。特殊教育研究學刊，45(1)，65-96。
   連結：
8. 許崇憲, C.-S.(2010)。他們為什麼比較用功？──檢驗學業動機及復原力的解釋力。中華心理學刊，52，155-171。
   連結：
9. 陳李綢, L.-C.(2008)。中學生情緒智慧測量與適應性指標研究。教育心理學報，39(S)，61-81。
   連結：
10. 陳李綢, L.-C.(2014)。中學生正向心理健康量表編製與研究。教育研究與發展期刊，10(4)，1-22。
    連結：
11. 陳坤虎, K.-H.,周芸安, Y.-A.(2015)。青少年正負向思考與心理健康之關係─積極因應與拖延習慣調節效果之探討。中華心理學刊，57，373-388。
    連結：
12. 陳馨怡, H.-Y.,吳相儀, H.-Y.,陳學志, H.-C.,徐芝君, C.-C.,邱發忠, F.-C.(2013)。「青少年感恩量表」之編製與驗證。測驗學刊，60，599-626。
    連結：
13. 曾鈺琪, Y.-C.(2019)。臺灣國中青少年之自然連結量表編製與信效度分析。科學教育學刊，27，323-345。
    連結：
14. 程柄林, B.-L.(2001)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報：教育類，46，67-72+74-80+82-92。
    連結：
15. 程炳林, B.-C.,林清山, C.-S.(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34，43-60。
    連結：
16. 黃絢質, H.-C.(2011)。青少年正向思考與正向情緒之相關研究。屏東教育大學學報：教育類，36，101-132。
    連結：
17. 黃筠婷, Y.-T.,程炳林, B.-L.(2021)。國中生學業情緒、情境興趣及學習涉入的交互關係。教育心理學報，52，571-594。
    連結：
18. 詹雨臻, Y.-C.,葉玉珠, Y.-C.,彭月茵, Y.-Y.,葉碧玲, B.-L.(2009)。「青少年復原力量表」之發展。測驗學刊，56，491-518。
    連結：
19. 趙子揚, T.-Y.,宋曜廷, Y.-T.(2019)。中學生考試壓力與個人特性：潛在類別分析。教育科學研究期刊，64(3)，203-235。
    連結：
20. 趙子揚, T.-Y.,宋曜廷, Y.-T.,郭蕙寧, H.-N.,張瑩瑩, Y.-Y.(2019)。中學生考試壓力團體方案之成效。教育心理學報，50，31-51。
    連結：
21. 劉育春, Y.-C.,陳柏霖, P.-C.,洪兆祥, C.-H.(2017)。以數學學業復原力為調節角色：國中生數學考試焦慮與數學學業成就之關係。課程與教學，20(4)，151-176。
    連結：
22. 劉素倫, S.-L.,林清文, C.-W.(2007)。國中教師班級經營與學生學習動機之研究。輔導與諮商學報，29(1)，1-24。
    連結：
23. 蔡順良, S.-L.(2008)。青少年多向度自我效能量表編製與驗證。教育心理學報，39(S)，105-126。
    連結：
24. 蕭佳純, C.-C.(2017)。學生學習動機與學業成就關聯之研究：教師創意教學的多層次調節式中介效果。特殊教育研究學刊，42(1)，79-110。
    連結：
25. 賴英娟, Y.-C.,巫博瀚, P.-H.(2013)。臺灣國中生「中文版希望感量表」之編製。測驗學刊，60，429-455。
    連結：
26. 簡嘉菱, C.-L.,程炳林, B.-C.(2013)。環境目標結構、自我決定動機與學業情緒之關係。教育心理學報，44，713-733。
    連結：
27. Aypay, A.(2011).Elementary school student burnout scale for grades 6-8: A study of validity and reliability.Educational Sciences: Theory and Practice,11,520-527.
28. Benard, B.(2004).Resiliency: What we have learned.WestEd.
29. Brooks, R.,Goldstein, S.(2008).The mindset of teachers capable of fostering resilience in students.Canadian Journal of School Psychology,23,144-126.
30. Carbonell, D. M.,Reinherz, H. Z.,Giaconia, R. M.,Stashwick, C. K.,Paradis, A. D.,Beardslee, W. R.(2002).Adolescent protective factors promoting resilience in young adults at risk for depression.Child and Adolescent Social Work Journal,19,393-412.
31. Doll, B.,Lyon, M. A.(1998).Risk and resilience: Implications for the delivery of educational and mental health services in schools.School Psychology Review,27,348-363.
32. Durlak, J. A.,Weissberg, R. P.(2011).Promoting social and emotional development is an essential part of students’ education.Human Development,54,1-3.
33. Fletcher, D.,Sarkar, M.(2013).Psychological resilience: A review and critique of definitions, concepts, and theory.European Psychologist,18,12-23.
34. Freedman-Doan, C.,Wigfield, A.,Eccles, J. S.,Blumenfeld, P.,Arbreton, A.,Harold, R. D.(2000).What am I best at? Grade and gender differences in children's beliefs about ability improvement.Journal of Applied Developmental Psychology,21,379-402.
35. Kajs, L. T.,McCollum, D. L.(2009).Examining tolerance for ambiguity in the domain of educational leadership.Academy of Educational Leadership Journal,13,1-16.
36. Komarraju, M.,Swanson, J.,Nadler, D.(2014).Increased career self-efficacy predicts college students' motivation, and course and major satisfaction.Journal of Career Assessment,22,420-432.
37. Lam, C. B.,McBride-Chang, C. A.(2007).Resilience in young adulthood: The moderating influences of gender-related personality traits and coping flexibility.Sex Roles,56,159-172.
38. Martin, A. J.,Marsh, H. W.(2009).Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs.Oxford Review of Education,35,353-370.
39. Masten, A. S.,Tellegen, A.(2012).Resilience in developmental psychopathology: Contributions of the project competence longitudinal study.Development and Psychopathology,24,345-361.
40. Mezirow, J.(2003).Transformative learning as discourse.Journal of Transformative Education,1,58-63.
41. Morrell, P. D.,Lederman, N. G.(1998).Student's attitudes toward school and classroom science: Are they independent phenomena?.School Science and Mathematics,98,76-83.
42. Pajares, F.(2009).Toward a positive psychology of academic motivation: The role of self-efficacy beliefs.Handbook of positive psychology in schools
43. Pajares, F.(2001).Toward a positive psychology of academic motivation.The Journal of Educational Research,95,27-35.
44. Panadero, E.,Jonsson, A.,Botella, J.(2017).Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses.Educational Research Review,22,74-98.
45. Pekrun, R.,Goetz, T.,Daniels, L.,Stupnisky, R. H.,Perry, R. P.(2010).Boredom in academic settings: Exploring control-value antecedents and performance outcomes of a neglected emotion.Journal of Educational Psychology,102,531-549.
46. Peterson, C.(2006).A primer in positive psychology.Oxford University Press.
47. Peterson, C.,Park, N.,Seligman, M. E. P.(2006).Greater strengths of character and recovery from illness.The Journal of Positive Psychology,1,17-26.
48. Pintrich, P. R.,Schunk, D. H.(2002).Motivation in Education: Theory, Research, and Applications.Prentice Hall.
49. Rajan, S.,Harifa, P.,Pienyu, R.(2017).Academic resilience, locus of control, academic engagement and self-efficacy among the school children.Indian Journal of Positive Psychology,8,507-511.
50. Rutter, M.(2012).Resilience as a dynamic concept.Development and Psychopathology,24,335-344.
51. Ryan, R. M.,Deci, E. L.(2000).Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist,55,68-78.
52. Ryan, R. M.,Deci, E. L.(2002).Overview of self-determination theory: An organismic-dialectical perspective.Handbook of self-determination research
53. Schunk, D. H.,Pajares, F.(2002).The development of academic self-efficacy.Development of achievement motivation
54. Seligman, M. E. P.(2002).Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfilment.Free Press.
55. Shih, S.-S.(2012).An examination of academic burnout versus work engagement among Taiwanese Adolescents.The Journal of Educational Research,105,286-298.
56. Skinner, E. A.,Zimmer-Gembeck, M. J.(2007).The development of coping.Annual Review of Psychology,58,119-144.
57. Snyder, C. R.,Lopez, S. J.(2002).The future of positive psychology.Handbook of positive psychology
58. Sturges, D.,Maurer, T. W.,Allen, D.,Gatch, D. B.,Shankar, P.(2016).Academic performance in human anatomy and physiology classes: A 2-yr study of academic motivation and grade expectation.Advances in Physiology Education,40,26-31.
59. Sung, Y.-T.,Chao, T.-Y.,Tseng, F.-L.(2016).Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective.Contemporary Educational Psychology,46,241-252.
60. Zeman, J.,Klimes-Dougan, B.,Cassano, M.,Adrian, M.(2007).Measurement issues in emotion research with children and adolescents.Clinical Psychology: Science and Practice,14,377-401.
61. Zimmer-Gembeck, M. J.,Skinner, E. A.(2011).The development of coping across childhood and adolescence: An integrative review and critique of research.International Journal of Behavioral Development,35,1-17.
62. 邱皓政, H.-J.(2011).結構方程模式：LISREL 的理論技術與應用.雙葉書廊=Yeh Yeh Book Gallery.
63. 邱皓政, H.-J.(2008)。結構方程模式的檢定力分析與樣本數決定。αβγ 量化研究學刊，2(1)，139-173。
64. 陳李綢, L.-C.(2009)。「中學生人際關係量表」之發展。測驗學刊，56，343-368。
65. 黃芳銘, F.-M.(2004).結構方程模式在教育資料應用之研究.五南=Wu-Nan.

1. (2024)。探討臺灣青少年因應新冠疫情之學習適應與幸福感差異性和預測力。教育科學研究期刊，69(2)，101-134。