题名

探討內在動機與自我效能為中介預測科學想像力的學習模式

并列篇名

Learning Model of Intrinsic Motivation and Self-Efficacy as a Mediator to Predict the Scientific Imagination

DOI

10.6173/CJSE.2014.2204.03

作者

許育齡(Yu-Ling Hsu)；梁朝雲(Chao-Yun Liang)；許盛貴(Sheng-Kuei Hsu)

关键词

內在動機 ； 自我效能 ； 科學想像力 ； 學習模式 ； Intrinsic Motivation ； Self-Efficacy ； Scientific Imagination ； Learning Model

期刊名称

科學教育學刊

卷期/出版年月

22卷4期（2014 / 12 / 01）

页次

389 - 412

内容语文

繁體中文
中文摘要

本研究邀集臺灣地區修習科學領域（含理科與工科）大學生為研究對象，運用信度與效度穩定的問卷為研究工具，以結構方程模式探討心理與學習環境如何協同運作以預測學習者的科學想像力。結果顯示，心理與環境可整合為一透過內在動機與自我效能為中介的結構模式預測創始、構思與轉造等三種科學想像力。心理層面的生產認知與負向情緒，以及環境層面之文化特質對想像力有直接作用，且生產認知、正向情緒、學習資源、社會構成、文化特質還可透過程度不等的中介作用，間接預測科學想像力。本研究在探討內外在因素對想像力的直接與間接作用後，提出教師教學與學生自學之應用討論與後續研究建議。
英文摘要

The current study was aimed to analyze the factors of psychology and environment that could predict the students' scientific imagination. The participants in this study were Taiwanese university students of science and technology. The results indicated that psychological and environmental factors integrated as the intrinsic motivation and self-efficacy mediating models could effectively predict the scientific imagination. It was found that the psychological factors of generative cognition and negative emotion, as well as the environmental factors of the human aggregate, had direct effects on scientific imagination. In addition, generative cognition, positive emotion, learning resources, social climate, and the human aggregate were shown to have different indirect effects on different kinds of scientific imagination. After the psychological and environmental predictive effects were explored, teaching and learning applications were also discussed, and further research suggestions were offered.
主题分类 社會科學 > 教育學
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被引用次数
  1. 何曉琪,王佳琪(2021)。想像與現實的交織：設計領域想像－創造歷程之建構。教育科學研究期刊，66(4)，245-280。
  2. 張菽萱、李金泉、王志蓮(2015)。品味能力對個人創意之影響：創意自我效能的中介效果與學校創意支持的調節式中介效果之探討。科學教育學刊，23(4)，397-419。
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