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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/824

    Title: 國中生家庭內社會資本與學習動機之相關研究;A Study on Social Capital within Family and Learning Motivation among Junior High School Students.
    Authors: 張佑正;CHANG, YO-CHENG
    Contributors: 教育學研究所
    Keywords: 學習動機;家庭內社會資本;國中生;Junior High School Students;Learning Motivation;Social Capital
    Date: 2017
    Issue Date: 2019-07-17 10:49:39 (UTC+8)
    Publisher: 教育學研究所
    Abstract: 本研究旨在探討國中生家庭內社會資本與學習動機的相關性,從Coleman社會資本論與Pintrich、Schunk 和 Zimmerman對學習動機的看法出發,試圖以國中學生為主體建構相關之家庭內社會資本、學習動機?表,並探討國中生家庭內社會資本與學習動機之間的關係。本研究採問卷調查法,調查對象為嘉義縣、市的國中生,以自編問卷進行施測。共發出問卷735份,有效可用問卷571份,蒐集資料以SPSS22套裝軟體進行分析。本研究獲得以下結論:一、不同的背景變項對外在動機向度都沒有顯著的差異。二、父母社經地位高的國中生,在家庭內社會資本、學習動機處於優勢。三、學習動機隨著年級上升而降低;一年級學生、女學生的家庭內社資本較高;性別、就讀區域就讀區域對整體學習動機沒有顯著差異四、家庭內社會資本對整體學習動機具有正向中度相關性。五、家庭內社會資本之教育期望、成長互動向度對學習動機各向度(自我效能感、工作價值、興趣、外在動機)」具有顯著預測力六、家庭內社會資本之教養責任向度對自我效能感、工作價值、興趣向度具有顯著預測力;學習參與向度僅對外在動機具有顯著預測力。
    This research aimed to explore the relation between Social capital and learning motivation among junior high schools. The research first tries to know the relationship between “Social Capitan ( Coleman, 1990)” and “Learning motivation ( Pintrich & Schunk, 2002;Schunk & Zimmerman, 2008 )”.Second, this study also build up the social capital within family scale and learning motivation scale for junior high students mainly. Third, this study also confers the relationship among “Social capital within family” and “Learning motivation” . This study was designed according to quantitative research, used the method of making self-questionnaire for junior high school students within the region of Chiayi. Participants include 735, and produced 571 calid returns.The survey data was analyzed by using SPSS 22. The main findings of this research can be summarized as the following points:1.There is no significant difference in external motives among all context variables.2.When parents had a high degree of SEC, junior students are in advantage both in "Social Capital within family" and "learning motivation".3.As grade advance, learning motivation decrease; the student who was in first grade or female students has higher social capital within family; there are no significant differences between gender and attendance locations to the whole Learning motivation.4.There are medium positive correlation between social capital within family and entire learning motivation.5.The“education expectation”and“growing interaction”of Social Capital within family have high explanation toward learning motivation.(inculding“Self-efficacy”,“Task Value”,“Interst”, and“external motives”)6.The “Parents’ responsibility” of Social Capital within family have high explanation toward “Self-efficacy”,“Task Value” and ” Interst” ; “Participate in learning” only have high explanation toward “external motives”
    Appears in Collections:[教育學研究所] 學位論文

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