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Please use this identifier to cite or link to this item:
https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31108
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| Title: | 臺灣大學生社會資本與成就動機之相關研究 : 以淡江大學為例 |
| Other Titles: | A study of the relationship between Taiwan university students' social capital and achievement motivation : a case of Tamkang University
台灣大學生社會資本與成就動機之相關研究 |
| Authors: | 鄭惠文;Cheng, Hui-wen |
| Contributors: | 淡江大學教育政策與領導研究所碩士班
陳伯璋;Chen, Po-chang |
| Keywords: | 社會資本;成就動機;家庭社會資本;學校社會資本;Social Capital;Achievement Motivation |
| Date: | 2009 |
| Issue Date: | 2010-01-11 00:14:35 (UTC+8) |
| Abstract: | 本研究旨在探討大學生社會資本與成就動機之相關研究，依相關文獻編製預試問卷並進行預試，而後根據預試結果完成「大學生社會資本與成就動機調查問卷」，對淡江大學大學生進行調查研究，共抽取1067位大學生為樣本，回收有效問卷共907份。以SPSS for Windows 14.0中文版套裝軟體為資料分析工具，採描述性統計、t考驗、單因子變異數分析、薛費法事後比較、皮爾遜積差相關及逐步多元迴歸分析等方法進行問卷統計分析。
根據研究結果，歸納出以下結論：
一、大學生之社會資本因性別、年級、家庭結構而有顯著差異。
二、大學生之成就動機因性別而有顯著差異。
三、家庭社經背景愈好，大學生社會資本則愈豐厚，其成就動機也 愈佳。
四、大學生之「社會資本」與「成就動機」呈現正相關。
五、大學生之「社會資本」對其「成就動機」具有高度解釋力，顯 示大學生所擁有的社會資本愈多，其成就動機愈佳。
六、大學生「學校社會資本」相較於「家庭社會資本」對其成就動機具有高度解釋力。
七、大學生「師生關係」、「父母教育期望」、「同儕關係」、「行為監督」之社會資本對其成就動機具有高度解釋力。
根據上述研究結論提出建議，以供大學院校、教職員、家長及未來研究者之參考。
The purpose of this study was to investigate the relationship between university students'' social capital and achievement motivation.
This study was conducted through questionnaires. The questionnaires were derived from the literature reviews, and then the questionnaires were pre-tested for reliability and validity. The target subjects are students in Tamkang University.The researcher spread out 1067 copies of questionnaires, with a return of 907 valid copies. All collected data is processed with mean, percentage, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression.
Findings of the study were as follows：
1.There is significant difference in social capital among gender, grade, familial structure.
2.The higher socio-economical status the parents place, the more social capital get; the students’ achievement motivation have the positive impacts as well.
3.There is significant difference in achievement motivation among gender.
4.Social capital was significantly related to achievement motivation.
5.Social capital explains students’ achievement motivation; the higher social capital get, the better achievement motivation the students have in the university.
6.School social capital in students’ achievement motivation has more powerful explanation than family social capital.
7.Social capital has high explanation in “teacher-student relationship”, “parental education expectation”, “peers relationship”, and “behavior supervision” toward students’ achievement motivation.
Finally, suggestions based on the above research findings were university’s administators, faculties and future researchers. |
| Appears in Collections: | [教育政策與領導研究所] 學位論文
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