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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105013


    Title: 學習回饋形式與品質對學習動機、學習態度、學習調整與自我效能影響之研究
    Other Titles: A study of the effect of teachers' feedback form and quality on students' learning motivation, attitude, adjustment and self-efficacy
    Authors: 徐明芝;Hsu, Ming-Chih
    Contributors: 淡江大學教育科技學系碩士在職專班
    蔡秉燁
    Keywords: 學習回饋;學習動機;學習態度;學習調整;自我效能;learning feedback;Learning Motivation;Learning Attitude;learning adjustment;self-efficacy
    Date: 2015
    Issue Date: 2016-01-22 14:45:39 (UTC+8)
    Abstract: 本研究旨在探討教師在國文科給予的回饋形式與回饋品質,對於不同年級、性別的國中生之學習動機、學習態度、學習調整與自我效能之間的影響。相關研究顯示教師給予學生的回饋應持正面鼓勵性質,並採用問卷調查法來實際收集相關資料,研究對象以新竹縣某國中七年級、八年級、九年級學生為主,共發出問卷271份,有效問卷達268份,運用描述性統計、T檢定、單因子變異數分析進行統計資料分析,得到以下結果:
    一、背景變項「年級」在「學習動機」構面中的「工作價值」、「自我成效」及「正面情感」均無產生差異。
    二、背景變項「年級」在「學習態度」構面中的「學習習慣」、「學習方法」及「環境知覺」均無產生差異。
    三、背景變項「年級」在「學習調整」構面中的「認知策略」及「期望調整策略」無產生差異,而在「努力與堅持策略」有差異。
    四、背景變項「年級」在「自我效能」構面中的「任務達成」、「精熟經驗」及「學習環境」均無產生差異。
    五、背景變項「性別」在「學習動機」構面中的「工作價值」、「自我成效」及「正面情感」均無產生差異。
    六、背景變項「性別」在「學習態度」構面中的「學習習慣」、「學習方法」及「環境知覺」均無產生差異。
    七、背景變項「性別」在「學習調整」構面中的「認知策略」、「期望調整策略」及「努力與堅持策略」均無產生差異。
    八、背景變項「性別」在「自我效能」構面中的「任務達成」、「精熟經驗」及「學習環境」均無產生差異。

    依據研究結論,對學校提出若干建議,提供現職的教學者一項參考方向,並作為自身調整教學的一項重要參考資料。
    This study aims to investigate the influence of teachers’ feedback form and quality in Chinese class on different grades and sexes of junior high school students’ learning motivation, learning attitude, learning adjustment and self-efficacy. Relevant studies evidenced that teachers’ feedbacks for students are required to be positively encouraged. Related data were collected by the questionnaire survey. The participants included the students of Grade Seven, Eight, and Nine from a junior high school in Hsinchu(新竹) County. Two hundred and seventy one copies of questionnaire were delivered with 268 valid responses returned. The data received were statistically analyzed in terms of descriptive statistics, T-test, and One Way ANOVA(Analysis of Variable), which obtained the results as follows:
    (1)It presents no difference in “working value,” “self-efficacy,” and “positive affection” in the aspect of “learning motivation” in terms of the background variable, “grade.”
    (2)It makes no difference in “learning habit,” “learning method,” and “environmental perception” in the aspect of “learning attitude” in terms of the background variable, “grade.”
    (3)It does not show any difference in “cognitive strategy” and “expectancy for strategy regulation,” while shows a difference in “effort and persistence strategy’ in the aspect of “learning adjustment” in terms of the background variable, “grade.”
    (4)It has no difference in “task achievement,” “mastery experience ,” and “learning
    environment” in the aspect of “self-efficacy’ in terms of the background variable, “grade.”
    (5) It presents no difference in “working value,” “self-efficacy,” and “positive affection” in the aspect of “learning motivation” in terms of the background variable, “sex.”
    (6) It makes no difference in “learning habit,” “learning method,” and “environmental perception” in the aspect of “learning attitude” in terms of the background variable, “sex.”
    (7) It does not show difference in “cognitive strategy,” “expectancy for strategy regulation,” and “effort and persistence strategy” in the aspect of “learning adjustment” in terms of the background variable,“sex.”
    (8) It has no difference in “task achievement,” “mastery experience ,” and “learning environment” in the aspect of “self-efficacy” in terms of the background variable, “sex.”

    Based on the research conclusion, several implications were proposed for the school in order to provide one direction for current teachers as well as a crucial reference database of teachers’ self-adjustment in teaching.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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