國中生學習動機、學習壓力與學習成就之研究- 以新北市某國中為例

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Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/51302

Title:	國中生學習動機、學習壓力與學習成就之研究- 以新北市某國中為例 A Study on Learning Motivation, Learning Pressure and Learning Achievement of Junior High School Students-Take a Junior High school in New Taipei City as an example.
Authors:	胡嘉容
Contributors:	青少年兒童福利碩士學位學程
Keywords:	學習動機學習壓力學習成就 Learning Motivation Learning Pressure Learning Achievement
Date:	2021
Issue Date:	2023-03-03 13:08:58 (UTC+8)
Abstract:	本研究主要探討國中生在學習動機、學習壓力與學習成就之間的相關性及預測力，以及影響學習動機、學習壓力與學習成就之相關因素，並分析不同背景變項的學生之差異情形。本研究採用問卷調查法來蒐集資料，並以SPSS軟體進行量化分析研究。問卷內容包含:學生基本資料表、學習動機問卷、學習壓力問卷等三個部分。以新北市立育林國中學生為調查對象，進行七年級和八年級，總共十三個任教班級的施測，收回328份有效問卷。問卷分析採用：信度與效度分析、敘述統計、獨立樣本T考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法。將研究結果提出具體建議供教師、家長、學生，以及未來研究之參考。結論如下: 一、女生在學習動機及學習成就，均顯著高於男生。二、有補習的學生在學習動機及學習成就，均高於沒有補習的學生。三、有讀書的學生在學習動機及學習成就，均高於沒有讀書的學生。四、父母學歷為國中的學生，學習動機及學習成就均較低。五、年級、性別、父母學歷，在整體學習壓力的感受並未有顯著差異。六、補習天數和讀書時數較高，學習壓力較大。七、學習動機和學習成就有顯著的正相關及預測力。八、學習壓力和學習成就有負相關，但不顯著。 This research mainly explores the relationship and predictive power of middle school students' learning motivation, learning pressure and learning achievement, as well as related factors that affect learning motivation, learning pressure and learning achievement, and analyzes the differences of students with different background variables. This study uses a questionnaire survey method to collect data, and uses SPSS software for quantitative analysis and research. The content of the questionnaire consists of three parts: the student's basic information sheet, the study motivation questionnaire, and the study pressure questionnaire. Taking the students of the New Taipei City Yulin Junior High School as the survey subjects, a total of 13 teaching classes were administered in the seventh and eighth grades, and 328 valid questionnaires were collected. The questionnaire analysis adopts statistical methods such as reliability and validity analysis, narrative statistics, independent sample T test, single factor variance analysis, Pearson product difference correlation, and multiple regression analysis. The research results are put forward for reference by teachers, parents, students, and future research.conclusion as below: 1. The study motivation and achievement of girls are significantly higher than boys. 2. The learning motivation and achievement of students with tutoring are higher than those without tutoring. 3. The learning motivation and achievement of students who have read are higher than those who have not. 4. The parents' education is junior high school students, with low learning motivation and learning achievement. 5.There are no significant differences in overall learning pressure in terms of grade, gender, and parent’s educational background. 6. The number of tuition days and the number of reading hours are relatively high, and the study pressure is relatively high. 7. There is a significant positive correlation and predictive power between learning motivation and learning achievement. 8. There is a negative correlation between learning pressure and learning achievement, but not significant.
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