题名

技職校院學生的成就動機、學習投入與持續改善態度之關係分析

并列篇名

The Relationship Among Achievement Motivation, Learning Engagement and Continuous Improvement Attitude Among Vocational Schools Students

DOI

10.6902/JNTUST.202012_7(2).0001

作者

葉建宏(Jian-Hong Ye)；王志美(Chih-Mei Wang)；葉貞妮(Jhen-Ni Ye)

关键词

成就動機 ； 持續改善態度 ； 專題製作 ； 學習投入 ； achievement motivation ； continuous improvement attitude ； learning engagement ； project design

期刊名称

中科大學報

卷期/出版年月

7卷2期（2020 / 12 / 01）

页次

1 - 20

内容语文

繁體中文
中文摘要

專題製作是技職校院學生重要課題，許多研究探討專題製作對於學習者的益處，但對於學習者對於投入感及對於專題的持續改善態度並未多加著墨，然而這在於未來的工作職場中十分重要。因此，本研究探討為探討成就動機、學習投入與持續改善態度之關係，邀請技職校院學生填寫調查問卷，共回收215份有效數據，資料經由信效度檢驗後，應用AMOS 20進行研究模式驗證。研究結果顯示：成就動機越高者將有助於在專題製作時的學習投入，而學習投入的程度越高者其持續改善態度亦越佳，而成就動機對於持續改善態度具有間接正相關。
英文摘要

Project design is an important topic for vocational school students. Many studies explore the benefits of topical project design for learners. However, the learners’ achievement motivation towards learning engagement and continuous improvement attitudes of the topic are not much inked. This is a major concern, since it is very important for future workplace. Thus, this study explored the relationship among achievement motivation, learning engagement and continuous improvement attitude. In this study, questionnaire was distributed among vocational school student, after elimination of invalid data, there were 215 valid data analyzed. After the reliability and validity test, research model verification was analyzed using AMOS 20. The results of the study showed that those with higher achievement motivation will contribute to the learning engagement in the production of the topic, and the higher the degree of learning engagement, the better their continuous improvement attitude.
主题分类 社會科學 > 社會科學綜合
参考文献
  1. 湯誌龍,黃銘福(2007)。大專校院之專題製作課程與產業需求的關係：以機械領域為例。教育實踐與研究，20(2)，157-186。
    連結：
  2. Abedi, G.,Rostami, F.,Nadi, A.(2015).Analyzing the dimensions of the quality of life in hepatitis B patientsusing confirmatory factor analysis.Global Journal of Health Acience,7(7),22-31.
  3. Adegboyega, L. O.(2018).Influence of achievement motivation on nigerian undergraduates' attitude towards examination.International Journal of Instruction,11(1),77-88.
  4. Ahlstrom, P.(2004).Lean service operations: translating lean production principles to service operations.International Journal of Services Technology and Management,5(5-6),545-564.
  5. Albarracin, D.,Shavitt, S.(2018).Attitudes and attitude change.Annual Review of Psychology,69,299-327.
  6. Amamou, S.,Cheniti-Belcadhi, L.(2018).Tutoring in project-based learning.Procedia Computer Science,126,176-185.
  7. Arcidiacono, G.,Yang, K.,Trewn, J.,Bucciarelli, L.(2016).Application of axiomatic design for project-based learning methodology.Procedia CIRP,53,166-172.
  8. Bessant, J.,Caffyn, S.,Gallagher, M.(2001).An evolutionary model of continuous improvement behaviour.Technovation,21(2),67-77.
  9. Bessant, J.,Caffyn, S.,Gilbert, J.,Harding, R.,Webb, S.(1994).Rediscovering continuous improvement.Technovation,14(1),17-29.
  10. Boekaerts, M.(2016).Engagement as an inherent aspect of the learning process.Learning and Instruction,43,76-83.
  11. Christenson, S. L.(ed.),Reschly, A. L.(ed.),Wylie, C.(ed.)(2012).Handbook of research on student engagement.New York,NY:Springer.
  12. Cleary, T. J.,Zimmerman, B. J.(2001).Self-regulation differences during athletic practice by experts, non-experts, and novices.Journal of Applied Sport Psychology,13(2),185-206.
  13. Cook, D. A.,Artino, A. R., Jr(2016).Motivation to learn: An overview of contemporary theories.Medical Education,50(10),997-1014.
  14. Cor, M. K.(2016).Trust me, it is valid: Research validity in pharmacy education research.Currents in Pharmacy Teaching and Learning,8(3),391-400.
  15. Davim, J. P.(ed.)(2019).Manufacturing engineering education.Oxford, UK:Chandos Publishing.
  16. Din, U. K. S.,Shahabuddin, F. A.,Rambely, A. S.,Suradi, N. R. M.,Ahmad, R. R.,Majid, N.,Ali, Z M.,Jumaadzan, N.(2010).Student's perceptions on the implementation of the final year research project: A case study.Procedia - Social and Behavioral Sciences,8,439-445.
  17. Drelinga, E.,Krastina, E.(2014).Evaluation of the process and outcomes of junior schoolchildren's project work.Procedia-Social and Behavioral Sciences,116,2841-2846.
  18. Eccles, J. S.(2016).Engagement: Where to next?.Learning and Instruction,43,71-75.
  19. Ehret, P. J.,Monroe, B. M.,Read, S. J.(2015).Modeling the dynamics of evaluation: A multilevel neural network implementation of the iterative reprocessing model.Personality and Social Psychology Review,19(2),148-176.
  20. Ekman, P.(ed.),Davidson, R. J.(ed.)(1994).The nature of emotion: Fundamental questions.New York, NY:Oxford University Press.
  21. Elliot, A. J.(2006).The hierarchical model of approach-avoidance motivation.Motivation and Emotion,30(2),111-116.
  22. Elliot, A. J.(ed.),Diveck, C. S.(ed.)(2005).Handbook of competence and motivation.New York, NY:Guildford Press.
  23. Eseryel, D.,Law, V.,Ifenthaler, D.,Ge, X.,Miller, R.(2013).An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning.Educational Technology & Society,17(1),42-53.
  24. Fernandes, S. R. G.(2014).Preparing graduates for professional practice: Findings from a case study of project-based learning (PBL).Procedia - Social and Behavioral Sciences,139,219-226.
  25. Filho, W. L.,Shiel, C.,Paço, A.(2016).Implementing and operationalising integrative approaches to sustainability in higher education: The role of project-oriented learning.Journal of Cleaner Production,133,126-135.
  26. Flores, J. A.,Salcedo, O. H.,Pineda, R.,Nava, P.(2012).Senior project design success and quality: A systems engineering approach.Procedia Computer Science,8,452-460.
  27. Fredricks, J. A.,Blumenfeld, P. C.,Paris, A. H.(2004).School engagement: Potential of the concept, state of the evidence.Review of Educational Research,74(1),59-109.
  28. Fredricks, J. A.,Filsecker, M.,Lawson, M. A.(2016).Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues.Learning and Instruction,43,1-4.
  29. Fredrickson, B. L.(2001).The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologists,58,218-226.
  30. Gamme, I.,Lodgaard, E.(2019).Organizational or system boundaries: Possible threats to continuous improvement process.Procedia CIRP,79,505-510.
  31. Gonida, E. N.,Voulala, K.,Kiosseoglou, G.(2009).Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceivedschool goal structures and parent goals during adolescence.Learning and Individual Differences,19(1),53-60.
  32. Gonzalez, R. V. D.,Martins, M. F.(2016).Capability for continuous improvement: Analysis of companies from automotive and capital goods industries.The TQM Journal,28(2),250-274.
  33. Green, S. B.,Salkind, N.(2004).Using SPSS for Windows and Macintosh: Analyzing and understanding data.Englewood Cliffs, NJ:Prentice-Hall.
  34. Haddock, G.,Maio, G. R.(2019).Chapter two - Inter-individual differences in attitude content: Cognition, affect, and attitudes.Advances in Experimental Social Psychology,59,53-102.
  35. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.(2010).Multivariate data analysis.Upper Saddle River, NJ:Pearson Prentice Hall.
  36. Hair, J. F.,Ringle, C M.,Sarstedt, M.(2011).PLS-SEM: Indeed a silver bullet.Journal of Marketing Theory and Practice,19(2),139-152.
  37. Han, J.,Lu, Q.(2018).A correlation study among achievement motivation, goal-setting and L2 learning strategy in EFL context.English Language Teaching,11(2),5-14.
  38. Hancock, G. R.(ed.),Stapleton, L. M.(ed.),Mueller, R. O.(ed.)(2018).The reviewer’s guide to quantitative methods in the social sciences.London, UK:Routledge.
  39. Heckhausen, J.(ed.),Heckhausen, H.(ed.)(2018).Motivation and action.Cham, CH:Springer.
  40. Heflin, H.,Shewmaker, J.,Nguyen, J.(2017).Impact of mobile technology on student attitudes, engagement, and learning.Computers & Education,107,91-99.
  41. Hogan, H.,Basnett, I.,McKee, M.(2007).Consultants’ attitudes to clinical governance: Barriers and incentives to engagement.Public Health,121(8),614-622.
  42. Holtskog, H.(2013).Continuous improvement beyond the lean understanding.Procedia CIRP,7,575-579.
  43. Hong, J. C.,Chen, M. Y.,Wong, A.,Hsu, T. F.,Peng, C. C.(2012).Developing physics concepts through hands-on problem solving: A perspective on a technological project design.International Journal of Technology and Design Education,22(4),473-487.
  44. Juergensen, T.(2000).Juergensen, T. (2000). Continuous improvement: Mindsets, capability, process, tools and results. Indianapolis, IN: The Juergensen Consulting Group, Inc..
  45. Jung, Y.,Lee, J.(2018).Learning engagement and persistence in massive open online courses (MOOCS).Computers & Education,122,9-22.
  46. Jurburg, D.,Viles, E.,Tanco, M.,Mateo, R.(2017).What motivates employees to participate in continuous improvement activities?.Total Quality Management & Business Excellence,28(13-14),1469-1488.
  47. Kenny, D. A.,Kaniskan, B.,McCoach, D. B.(2015).The performance of RMSEA in models with small degrees of freedom.Sociological Methods & Research,44(3),486-507.
  48. King, R. B.(2016).Gender differences in motivation, engagement and achievement are related to students' perceptions of peer-but not of parent or teacher-attitudes toward school.Learning and Individual Differences,52,60-71.
  49. Klauda, S. L.,Guthrie, J. T.(2015).Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers.Reading and Writing,28(2),239-269.
  50. Kricsfalusy, V.,George, C.,Reed, M. G.(2018).Integrating problem-and project-based learning opportunities: Assessing outcomes of a field course in environment and sustainability.Environmental Education Research,24(4),593-610.
  51. Larson, D. B.,Donnelly, L. F.,Podberesky, D. J.,Merrow, A. C.,Sharpe, R. E., Jr,Kruskal, J. B.(2016).Peer feedback, learning, and improvement: Answering the call of the Institute of Medicine report on diagnostic error.Radiology,283(1),231-241.
  52. Lerner, R. M.(ed.)(2015).Handbook of child psychology and developmental science.Hoboken, NJ:John Wiley & Sons, Inc..
  53. Li, Y.,Lerner, R. M.(2013).Interrelations of behavioral, emotional, and cognitive school engagement in high school students.Journal of Youth and Adolescence,42(1),20-32.
  54. Linnenbrink, E. A.,Pintrich, P. R.(2003).The role of self-efficacy beliefs instudent engagement and learning intheclassroom.Reading &Writing Quarterly,19(2),119-137.
  55. Linnenbrink-Garcia, L.,Patall, E. A.,Pekrun, R.(2016).Adaptive motivation and emotion in education: Research and principles for instructional design.Policy Insights from the Behavioral and Brain Sciences,3(2),228-236.
  56. Mann, S.(2001).Alternative perspectives on the student experience: Alienation and engagement.Studies in Higher Education,26(1),7-19.
  57. Marks, H. M.(2000).Student engagement in instructional activity: Patterns in the elementary, middle, and high school years.American Educational Research Journal,37,153-184.
  58. Martin, A. J.(2008).Enhancing student motivation and engagement: The effects of a multidimensional intervention.Contemporary educational psychology,33(2),239-269.
  59. McClelland, D. C.,Atkinson, J. W.,Clark, R. A.,Lowell, E. L.(1976).The achievement motive.Oxford, UK:Irvington.
  60. Michou, A.,Matos, L.,Gargurevich, R.,Gumus, B.,Herrera, D.(2016).Building on the enriched hierarchical model of achievement motivation: Autonomous and controlling reasons underlying mastery goals.Psychologica Belgica,56(3),269-287.
  61. Miller, B. W.(2015).Using reading times and eye-movements to measure cognitive engagement.Educational Psychologist,50(1),31-42.
  62. Murray, E.,Harrison, L. J.(2011).The influence of being ready to learn on children’s early school literacy and numeracy achievement.Educational Psychology,31(5),529-545.
  63. Paris, S. G.(ed.),Olson, G. M.(ed.),Stevenson, H. W.(ed.)(2017).Learning and motivation in the classroom.London, UK:Routledge.
  64. Parsons, J.,Taylor, L.(2011).Improving student engagement.Current Issues in Education,14(1),1-33.
  65. Pietarinen, J.,Soini, T.,Pyhältö, K.(2014).Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school.International Journal of Educational Research,67,40-51.
  66. Reeve, J.,Jang, H.,Carrell, D.,Jeon, S.,Barch, J.(2004).Enhancing students' engagement by increasing teachers' autonomy support.Motivation and Emotion,28(2),147-169.
  67. Reeve, J.,Tseng, C. M.(2011).Agency as a fourth aspect of students’ engagement during learning activities.Contemporary Educational Psychology,36(4),257-267.
  68. Riyanti, M. T.,Erwin, T. N.,Suriani, S. H.(2017).Implementing project based learning approach to graphic design Course.Journal of Education and Practice,8(15),173-177.
  69. Shokhmgar, Z.,Sanjari, M.(2018).Effectiveness of self-efficacy group training on achievement motivation and self-efficacy of high school students.Journal of Clinical and Basic Research,2(1),32-38.
  70. Siddiqui, Z. U.,Fatima, M.,Khan, H. M. I.(2017).The impact of social and family role stress on the achievement motivation of Indian teachers.Geografia-Malaysian Journal of Society and Space,9(2),1-8.
  71. Sinatra, G. M.,Heddy, B. C.,Lombardi, D.(2015).The challenges of defining and measuring student engagement in science.Educational Psychologist,50(1),1-13.
  72. Singh, J.,Singh, H.(2015).Continuous improvement philosophy-literature review and directions.Benchmarking: An International Journal,22(1),75-119.
  73. Su, H. C.,Linderman, K.(2016).An empirical investigation in sustaining high‐quality performance.Decision Sciences,47(5),787-819.
  74. Swink, M.,Jacobs, B. W.(2012).Six Sigma adoption: Operating performance impacts and contextual drivers of success.Journal of Operations Management,30(6),437-453.
  75. Thompson, B.(2002).What future quantitative social science research could look like: Confidence intervals for effect sizes.Educational Researcher,32(3),25-32.
  76. van Breda-Verduijn, H.,Heijboer, M.(2016).Learning culture, continuous learning, organizational learning anthropologist.Industrial and Commercial Training,48(3),123-128.
  77. Wang, M. T.,Eccles, J. S.(2013).School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective.Learning and Instruction,28,12-23.
  78. Wang, M. T.,Eccles, J. S.(2012).Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success.Journal of Research on Adolescence,22(1),31-39.
  79. Wang, M. T.,Fredricks, J. A.(2014).The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence.Child Development,85(2),722-737.
  80. Weiner, I. B.(ed.),Craighead, W. E.(ed.)(2010).The Corsini encyclopedia of psychology - Volume 2.Hoboken, NJ:John Wiley & Sons, Inc..
  81. Willms, J. D.(2003).Student engagement at school: A sense of belonging and participation: Results from PISA 2000.Paris, FR:OECD publishing.
  82. Xiong, Y.,Li, H.,Kornhaber, M. L.,Suen, H. K.,Pursel, B.,Goins, D. D.(2015).Examining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach.Global Education Review,2(3),23-33.
  83. Ye, J. H.,Hong, J. C.,Fan, J. Y.(2018).The relationship among cognitive flexibility, learning affective, and continuous improvement attitude in students.Workshop proceedings of the 22st global Chinese conference on computers in education,Guangzhou, CHN:
  84. Zainudin, A.(2015).SEM made simple, a gentle approach to learning structural equation modeling.Selangor, MY:MPWS Rich Publication Sdn. Bhd.
  85. Zhou, R.,Bao, Y.(2018).The impact of achievement motivation on project-based autonomous learning-" An empirical study on the 2017 NBEPC".English Language Teaching,11(11),31-43.
  86. 洪榮昭（2019）。探究式教學法。臺北：國立臺灣師範大學教學發展中心。取自http://ebook.ctld.ntnu.edu.tw:4300/guestClass/8
  87. 洪榮昭,陳美蓮,葉建宏,陳柏熹。青少年創意自我效能、競賽投入與參加競賽的價值之關係-以 IEYI 世界青少年創客發明展選拔賽為例。教育心理學報
  88. 張燦明,盧文欽,吳英偉,蔣正興(2005)。鑽孔製程持續改善之個案研究。修平學報，10，67-82。
  89. 廖美瑩,曾榮祥,黃詩媛(2016)。技職院校實務專題指導之協同行動研究-以 [兒童創意音樂故事屋] 為例。人文社會科學研究：教育類，10(2)，52-76。
print cancel