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系統識別號 U0026-2401201318101800
論文名稱(中文) 大學生為什麼要考研究所?檢驗理由調節歷程模式
論文名稱(英文) Why College Students Take the Entrance Exam of an Institute?Examining the Rationale Moderate Process Model
校院名稱 成功大學
系所名稱(中) 教育研究所
系所名稱(英) Graduate Institute of Education
學年度 101
學期 1
出版年 102
研究生(中文) 周依頻
研究生(英文) Yi-Pin Chou
學號 U36991067
學位類別 碩士
語文別 中文
論文頁數 80頁
口試委員 指導教授-程炳林
口試委員-彭淑玲
口試委員-鄭明長
中文關鍵字 理由  認同調節  興趣調節  定向  適應性動機涉入 
英文關鍵字 rationale  identified regulation  interest regulation  anchor  adaptive motivational engagement 
學科別分類
中文摘要 本研究以自我決定理論為基礎,探討理由、認同調節、興趣調節、定向及適應性學習涉入之關係,主要的研究目有二:(一)建構理由調節歷程模式並驗證該模式與觀察資料的適配度。(二)分析科系在本研究建構之理由調節歷程模式上的調節效果。為完成上述研究目的,本研究共抽取兩批樣本,第一批樣本91人作為分析自編量表的探索性因素分析及信度之用;第二批樣本396人作為考驗本研究所有測量工具的驗證性因素分析以及各項研究假設之用。抽樣範圍僅限台灣南部六間大學的二、三年級學生。研究工具包含理由操弄情境、認同調節量表、興趣調節量表、定向量表及適應性動機涉入量表。本研究所蒐集的觀察資料以結構方程模式(SEM)來進行分析。
本研究發現如下:
一、本研究所建構的理由調節歷程模式具有良好的適配度,可以用來解釋大學生的觀察資料。
二、科系在本研究所建構的理由調節歷程模式具有調節效果,科技類別的學生在定向之後,比起人文社會類別的學生,傾向有更高的適應性動機涉入。
英文摘要 The present study intends to set self-determination theory as a foundation to investigate the relationships among rationale, identified regulation, interest regulation, anchor and adaptive motivational engagement. The purposes of this study are: (a) to examine the goodness of fit between the rationale moderate process model proposed by the author and the observed data, and (b) to analyze the moderated effect of the department in rationale moderate process model. In order to fulfill these goals, the study was recruited two groups of samples. The first group including 91 students was used for the exploratory factor analysis of self-adapted scales and the reliability of all scales. The second group including 396 students was used for the confirmatory factor analysis of all scales and hypotheses testing in this study. All participants were sophomore and junior students from six colleges in South Taiwan. The instruments used in this study consisted of the Rationale Operated Condition, Identified Regulation Scale, Interest Regulation Scale, Anchor Scale, and Adaptive Motivational Engagement Scale. The statistical methods used to analyze the data were SEM. The results of this study were summarized as follows:
(1)The rationale moderate process model proposed by the author fitted the observed data well and could be used to explain the observed data of college students.
(2)The rationale moderate process model was moderated by the department. After confirming the direction, the students of categories of technology preferred to be more highly adaptive motivational engaged than the students of categories of humanities and society.
論文目次 中文摘要 I
Abstract II
目次 III
表目次 V
圖目次 VI
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 5
第三節 名詞釋義 5
第二章 文獻探討 10
第一節 自我決定理論 10
第二節 理由調節歷程模式之建構 17
第三章 研究方法 23
第一節 研究對象 23
第二節 模式架構與適配指標 25
第三節 研究假設 30
第四節 研究工具 30
第五節 實施程序 39
第六節 資料分析 40
第四章 研究結果 41
第一節 基本統計分析 41
第二節 理由調節歷程模式之考驗 47
第三節 科系在理由調節歷程模式上的調節效果 57
第五章 討論、結論與建議 61
第一節 討論 61
第二節 結論 64
第三節 建議 64
參考文獻 66
中文部分 66
英文部分 68
附錄一 統合狀態量表 72
附錄二 理由說服之情境 73
附錄三 認同調節量表 76
附錄四 興趣調節量表 77
附錄五 定向量表 78
附錄六 適應性動機涉入量表 79
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二、英文部分
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