學習動機之理論與相關實證研究

Theory of Learning Motivation and the Related Empirical Studies

10.29889/KUASPE.200911.0008

李建霖(Jiun-Lee Lee)；黃淑玲(Shu-Ling Huang)；黃煥民(Huan-Min Huang)

學習動機 ； 體育教育 ； learning motivation ； physical education

高應科大體育

8期（2009 / 11 / 01）

73 - 85

繁體中文

本文旨在探討學習動機之理論及相關之實證。本文先蒐集相關理論、議題、趨勢與過去相關學者研究的成果和文獻，並將所蒐集的資料文獻加以整合及解釋，以供體育教育者教學之依據。本文之論述說明學習動機取向包括個人目標取向、社會目標取向、宗教目標取向、活動取向、學習取向、活動意願取向、活動需要取向、求知意願取向、逃避意願取向等。就教育心理學而言，學習動機是影響學習歷程的重要因素，任何學習活動皆有其學習動機，否則學習無從產生。可見在整個學習歷程中，學習動機對學習活動的成敗具有相當程度的影響。

The purpose of this study was to discuss the theory of learning motivation and relative empirical studies. It collected the document, theories and researches and then generalized, analyzed, explained them as the basis of teaching for physical education. This research elucidated that learning motivation orientation included personal goal, social goal, religion goal, activity, learning, desire-activity, need-activity, purse learning activity, avoidant activity orientation. In education psychology, learning motivation is an important factor in influencing the learning portfolios. Any learning activity has its learning motivation. If not, learning couldn't be produced. Therefore, learning motivation will deeply influence the success of failure of learning activity in the entire learning portfolios.