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

Correlation between students' learning motivation and academic achievements: The multilevel moderated mediation of creative teaching

10.6172/BSE.2017.03.4201004

蕭佳純(Chia-Chun Hsiao)

多層次調節中介效果 ； 教師創意教學 ； 學習動機 ； 學業成就 ； academic achievement ； learning motivation ； multilevel moderated mediation ； creative teaching

特殊教育研究學刊

42卷1期（2017 / 03 / 31）

79 - 111

繁體中文

本研究是以個體層次之學習動機與總體層次之教師創意教學為自變數，探討二者對學生學業成就的影響。透過對78位教師、1,808位學生的調查，使用階層線性模型（hierarchical linear modeling, HLM）分析變數之間的關係。研究結果發現如下：一、學生學習動機中的價值、預期、情感以及執行意志對學業成就有顯著的直接正向影響效果。二、教師創意教學中的心胸開放以及問題解決對於學業成就有正向的直接影響。三、教師創意教學中的心胸開放必須透過學生動機中的價值與情感兩個層面去解釋學生的學業成就，而問題解決必須透過學生動機中的價值、預期與執行意志三個層面去解釋學生的學業成就。四、教師創意教學中的問題解決在學生學習動機中的預期構面與學業成就間具有正向調節效果，互動討論在學生學習動機中的情感構面與學業成就間具有正向調節效果；換言之，價值與執行意志是中介變項，而預期與情感除了是中介變項之外，其與學業成就之間的關係也會分別被問題解決、互動討論所調節。針對上述結果，本研究提出相關的討論與建議。

Purpose: Contemporary domestic research on creative teaching mainly focuses on teachers when discussing the factors affecting this aspect of education, but seldom studies the major party involved in creative teaching, namely students. By taking students as the main research object, the present study was aimed at elucidating the effect of creative teaching on students' academic achievements. As the independent variables, this study approached students' learning motivation at the individual level and teachers' creative learning at the overall level, examining the effects of both levels on students' academic achievements. Method: Aiming at a total of 78 teachers and 1,808 students to complete the survey, hierarchical linear modeling was utilized to analyze the relations among the variables. Results: The results are summarized as follows: 1. Value, expectancy, affection, and executive volition in students' learning motivation had significantly and directly positive effects on academic achievements. 2. Open-mindedness and problem solving in teachers' creative teaching exhibited positive and direct effects on students' academic achievements. 3. Open-mindedness in creative teaching explained students' academic achievements only through value and affection in student motivation. Problem solving further explained students' academic achievements through value, expectancy, and executive volition in students’ learning motivation. 4. Problem solving in creative teaching revealed positive moderating effects on the relationship between expectancy in students’ learning motivation and academic achievements. Moreover, interactive discussion appears to have had positive moderating effects on the relationship between affection in students' learning motivation and academic achievement. In other words, value and executive volition are mediators. Expectancy and affection, in addition to being mediators, were also moderated by problem solving and interactive discussion in their relation to academic achievements. In addition to clarifying the direct effect of teachers' creative teaching on students' academic achievements, this paper also presents a unique contribution in elucidating the change in these effects in situations in which students exhibit different degrees of learning motivation. Conclusions/Implications: On the basis of the preceding research results, the following relevant discussions and suggestions are outlined in this study: 1. Teachers and parents can directly enhance students' learning motivation so as to affect their academic achievements. 2. Teachers' creative teaching can directly influence students' academic achievements and indirectly affect students' academic achievements through the mediating effect of learning motivation. 3. Students' learning motivation should be considered by teachers practicing creative teaching. Finally, suggestions for relevant research are proposed.

1. 毛國楠、劉政宏、彭淑玲、李維光、陳慧娟(2008)。能力信念、學業自我價值後校與學業成就對國小學生學習動機與學習情緒之影響。教育心理學報，39(4)，569-588。
   連結：
2. 吳秀娟、潘裕豐(2007)。主題統整教學對國小學童創造力、問題解決能力及學業成就的影響之研究。資優教育研究，7(2)，71-103。
   連結：
3. 李秀姿、陳昭儀(2007)。創作性戲劇教學對國小資優生創造力與人際溝通影響之研究。資優教育研究，7(2)，19-46。
   連結：
4. 林偉文(2006)。學校創意守門人對創意教學與創造力培育態度與教師創意教學之關係。教育學刊，27，69-92。
   連結：
5. 施淑慎、曾瓊慧、蔡雅如(2007)。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊，54(1)，31-58。
   連結：
6. 陳俊瑋(2010)。國中教師集體效能感、教師自我效能感及教師組織公民行為關聯之研究：多層次中介效果之分析。當代教育研究季刊，18(2)，29-69。
   連結：
7. 陳荻卿、張景媛(2007)。知識信念影響學習模式之驗證。教育心理學報，39(1)，23-43。
   連結：
8. 程炳林(2003)。四向度目標導向模式之研究。師大學報：教育類，48，15-40。
   連結：
9. 溫福星、邱皓政(2009)。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報，26(2)，189-211。
   連結：
10. 劉政宏(2012)。雙核心動機模式測量指標的建立及跨年級的檢驗。教育心理學報，43(3)，633-656。
    連結：
11. 劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城(2010)。「國中小學習動機量表」之編制及其信、效度研究。測驗學刊，57(3)，371-402。
    連結：
12. 蔡玉瑟、曾俊鋒、張妤婷(2008)。CPS 教學對國小學生自然領域學習態度、創造力、後設認知與學習成效之影響。台中教育大學學報：教育類，22(2)，35-59。
    連結：
13. 蕭佳純(2011)。學生創造力影響因素之研究：三層次分析架構。特殊教育學報，33，151-178。
    連結：
14. 蕭佳純(2015)。教師人格特質、復原力與創意教學關聯之研究：多層次調節式中介效果的探討。特殊教育研究學刊，40(1)，85-115。
    連結：
15. 龔心怡、林素卿、張馨文(2009)。家長社經地位與數學學習動機對數學學業成就之研究─以國中基本學力測驗數學領域為例。彰化師大教育學報，15，121-142。
    連結：
16. 全國法規資料庫（2006）：行政法規。取自 http://ppt.cc/PEnK。[Laws & Regulations Database of the Republic of China. (2006). Administrative regulations. Retrieved from http://ppt.cc/PEnK. ]
17. Ames, C.(Ed.),Maehr, M.(Ed.)(1989).Motivation enhancing environments.Greenwich, CT:JAI Press.
18. Baron, R. M.,Kenny, D. A.(1986).The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical consideration.Journal of Personality and Social Psychology,51(6),1173-1182.
19. Bryk, A. S.,Raudenbush, S. W.(1992).Hierarchical linear models: Applications and data analysis methods.Newbury Park, CA:Sage.
20. Butler, R.(2007).Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation.Journal of Educational Psychology,99(2),241-252.
21. Cano, J.(2001).What is known about effective teaching?.The Agriculture Education Magazine,74(3),6-7.
22. Dornbusch, S.,Ritter, P. L.,Leiderman, P. H.,Roberts, D. F.,Fraleigh, M. J.(1987).The relation of parenting style to adolescent school performance.Child Development,58(5),1244-1257.
23. Fraser, B. J.(1989).Twenty years of classroom climate work: Progress and prospect.Journal of Curriculum Studies,21(4),307-327.
24. Friedel, J. M.,Cortina, K. S.,Turner, J. C.,Midgley, C.(2007).Achievement goals, efficacy belief, and coping strategies in mathematics: The role of perceived parent and teacher goal emphases.Contemporary Educational Psychology,32(3),434-458.
25. Friedman, R. C.(Ed.),Shore, B. M.(Ed.)(2000).Talents unfolding: Cognition and development.Washington, DC:American Psychological Association.
26. Furman, A.(1998).Teacher and pupil characteristics in the perception of the creativity of classroom climate.Journal of Creative Behavior,32(4),258-277.
27. Hamza, K. N.,William, R.(1996).,未出版
28. Hofmann, D. A.,Gavin, M. B.(1998).Centering decisions in hierarchical linear models: Implications for research in organizations.Journal of Management,24(5),623-641.
29. Kizilgunes, B.,Tekkaya, C.,Sungur, S.(2009).Modeling the relations among students' epistemological belief, motivations, learning approach, and achievement.The Journal of Educational Research,102(4),243-255.
30. Krull, J. L.,MacKinnon, D. P.(2001).Multilevel modeling of individual and group level mediated effects.Multivariate Behavioral Research,36(2),249-277.
31. Lamas, E.,Maria, A.,Gomes, M.(2010).Didactics-promoting collaborative work and personal learning environment: Critical, creative and autonomous roles in a competitive society.Congrés International de Didàctiques,398(2),1-8.
32. Legault, L.,Green-Demer, I.(2006).Why do high school students lack motivation in the classroom? Toward an understanding of academic motivation and the role of support.Journal of Educational Psychology,98(3),567-582.
33. Mathieu, J. E.,Taylor, S. R.(2007).A framework for testing meso-mediational relationships in organizational behavior.Journal of Organization Behavior,28(2),141-172.
34. Olsen, J. S.(2010).Creativity and learning: Educating the creative mind.Journal of Creativity, Spontaneity and Learning,1(3),255-256.
35. Pekrun, R.(1992).The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators.Applied Psychology,41(4),359-376.
36. Pintrich, P. R.(2003).A motivational science perspective on the role of student motivation in learning and teaching contexts.Journal of Educational Psychology,95(4),667-686.
37. Pintrich, P. R.,De Groot, E. V.(1990).Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology,82(1),33-40.
38. Schick, H.,Phillipson, S. N.(2009).Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters?.High Ability Studies,20(1),15-37.
39. Simplicio, S. C.(2000).Teaching classroom educators how to be more effective and creative teachers.Education,120(4),675-630.
40. Thang, S. M.(2004).Student approaches to studying: Identify the Malaysian constructs and comparing them with those in other contexts.Journal of Further and Higher Education,28(4),359-371.
41. Topping, K.,Ferguson, N.(2005).Effective literacy teaching behavior Keith and Nancy Ferguson.Journal of Research in Reading,28(2),125-143.
42. Wang, Y.,Peng, H.,Huang, R.,Hou, Y.,Wang, J.(2008).Characteristics of distance learners: Research on relationship of learning motivation, learning strategy, self-efficacy, attribution and learning results.Open Learning,23(1),17-28.
43. Winne, P. N.,Marx, R. W.(1982).Students' and teachers' views of thinking processes involved in classroom learning.Elementary School Journal,82(5),493-518.
44. Zhang, Z.,Zyphur, M. J.,Preacher, K. J.(2009).Testing multilevel mediation using hierarchical linear models: Problems and solutions.Organizational Research Methods,12(4),695-719.
45. Zimmermann, E.(Ed.)(2004).Artistically and musically talented students.Thousand Oaks, CA:Corwin Press.
46. 余民寧(2006)。影響學習成就因素之探討。教育資料與研究，73，11-24。
47. 吳文龍、黃萬居(2007)。自然科創意與批判思考教學對國小學生動機、批判思考及科學創造力之研究。科學教育，304，12-28。
48. 吳坤璋、黃台珠、吳裕益(2006)。以結構方程模式檢驗影響國小學生對科學的態度之理論模式。師大學報，51(2)，83-106。
49. 林碧芳、邱皓政(2008)。創意教學自我效能感量表之編制與相關研究。教育研究與發展期刊，4(1)，141-169。
50. 洪美玉(2012)。台南市國小高年級學生 英語學習焦慮、英語學習動機與英語學習策略之研究。教育政策論壇，3(2)，49-67。
51. 洪振方、謝甫宜(2010)。科學學習成效理論模式的驗證與分析。教育與心理研究，33(3)，47-76。
52. 洪振芳、封中興(2011)。以「探索─論證─評價」為基礎的探究教學模式在國中自然科之教學成效。科學教育研究與發展季刊，60，1-34。
53. 秦夢群、吳勁甫(2011)。國中校長教學領導、學校知識管理與教師教學效能之多層次分析。教育與心理研究，34(2)，1-31。
54. 許玫琇、張富鈞、鄭秀貴(2008)。高中體育教師創造人格特質、創意教學自我效能、內在動機及教學行為之相關研究。美和技術學院學報，27(2)，113-124。
55. 黃惠君、葉玉珠(2008)。國中教師教學玩興、教學動機、教學快樂感受與創意教學之關係。教育與心理研究，31(2)，85-118。
56. 溫雅婷、林佳蓉(2010)。ARCS 動機模式與資訊科技融入教學之研究─以國小四年閱讀教學為例。教學科技與媒體，91，79-98。
57. 溫福星、邱皓政(2011)。多層次模式方法論：階層線性模式的關鍵問題與試解。臺北=Taipei:αβγ 實驗室=abclab。
58. 葉玉珠、葉玉環、李梅齡、彭月茵(2006)。以創作性戲劇教學啟發幼兒創造力之行動研究。師大學報教育類，創造力特刊=Special，1-27。
59. 蔡瓊月、徐綺穗(2011)。國小高年級學童的學習動機與數學學習情緒關係之研究─以台南市快樂國小為例。教育政策論壇，2(2)，129-143。
60. 鄭可偉、黃萬居(2001)。STS 教學與國小學生科學本質觀與學習動機之研究。科學教育研究與發展季刊，2011專刊=Special(2001)，29-55。
61. 蕭佳純(2007)。教師內在動機以及知識分享合作對創意教學行為關聯性之階層線性分析。當代教育研究，15(4)，57-92。
62. 謝和鈞、楊鎮豪、廖佩芬(2010)。專題導向學習對國小三年級學生「自然與生活科技領域」學習動機之影響。屏東教大科學教育，31，70-81。

1. 許芳瑀(2021)。運用工作站學習法轉化國中九年級學生英語文法學習之行動研究。臺灣師範大學教育學系教育管理與課程教學領導碩士在職專班學位論文。2021。1-175。