博碩士論文 etd-0730110-112752 詳細資訊


姓名 郭耀傑 (YAO-CHIEH KUO) 電子信箱 cyk6557@gmail.com
學號 M9411003 論文著作權 作者與指導教授共同擁有
系所名稱(中) 技術及職業教育研究所 系所名稱(英) Graduate School of Technological and Vocational Education
學年度 / 學期 98學年度第2學期 學位 碩士 (Master)
論文名稱(中) 內、外在動機對網路學習之求助與協助行為及創意表現之影響
論文名稱(英) The Role of Intrinsic and Extrinsic Motivation in Web-based Help-seeking, Helping-behavior and Creative Performance
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論文使用權限 校內 5 年後公開、校外 5 年後公開
論文種類 碩士論文
論文語文別 / 頁數 中文 / 135
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關鍵字(中)
  • 創意表現
  • 協助行為
  • 求助行為
  • 非綜效性外在動機
  • 綜效性外在動機
  • 內在動機
  • 網路學習
  • 關鍵字(英)
  • creative performance
  • helping behavior
  • help-seeking
  • non-synergistic extrinsic motivation
  • synergistic extrinsic motivation
  • intrinsic motivation
  • web-based learning
  • 摘要(中) 本研究目的係探討網路學習環境中,高職生的動機信念(內在動機、綜效性外在動機、非綜效性外在動機)對學習行為(求助、協助行為)與創意表現之影響,以及探討學生接受不同層次的協助在內、外在動機與創意表現所扮演之角色。
    本研究以76位修習建築工程實習的學生為研究對象,並以「智慧型線上合作學習平台」進行求助與協助,以完成老師所指定的個人作業。本研究乃質與量的研究方法並進。在質化方面,採用內容分析法,用以分析學生在求助與協助過程中所運用之行為層次;在量化方面,則使用問卷調查法,用以瞭解學生之內在動機、綜效性外在動機及非綜效性外在動機程度。
    本研究結果顯示:(1)動機對求助行為之影響:內在動機、綜效性外在動機、非綜效性外在動機與求助行為無顯著相關;(2)動機對協助行為之影響:內在動機較高者,能引發較多的協助行為,而綜效性外在動機、非綜效性外在動機與協助行為則無顯著相關;(3)動機對創意表現之影響:內在動機、綜效性外在動機對創意表現的獨創力具有預測力;非綜效性外在動機對創意表現的獨創力並無顯著預測力;(4)求助對創意表現之影響:有較佳創意表現的學生,會有較多的求助行為;(5)協助對創意表現之影響: 使用精緻性的協助行為者,對創意表現具有預測力;(6)接受不同層次的協助對動機之影響:接受他人的協助後,對學生的綜效性外在動機、非綜效性外在動機無顯著相關;(7)接受不同層次的協助對創意表現之影響:接受到他人給予正確答案的協助者,其創意表現較差。最後,本研究根據研究結果進行討論,並對教師教學與未來研究之提出相關建議。
    關鍵字:網路學習、內在動機、綜效性外在動機、非綜效性外在動機、求助行為、協助行為、創意表現
    摘要(英) The purpose of this study is to investigate the role of senior high school students’ motivational beliefs (intrinsic motivation, synergistic extrinsic motivation, and non-synergistic extrinsic motivation) and learning behavior (help-seeking and helping-behavior) in creative performance in a web-based learning environment, as well as the role of receieving help in intrinsic motivation, extrinsic motivation and creative performance.
    76 students who enrolled in the course of “Architectural Engineering Practice” participated in this study. These students used the “Intelligent Cooperative Learning System” to seek and provide help in order to complete their assignment. Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the quality of students’ help-seeking and helping behavior, while some quantative methods were used to analyze the reliability of the questionnaires of intrinsic motivation, synergistic extrinsic motivation, and non-synergistic extrinsic motivation.
    The results of the study were showed below:
    (1)For the role of motivational beliefs in help-seeking behavior: intrinsic motivation, synergistic extrinsic motivation, and non-synergistic extrinsic motivation did not predict help-seeking behavior.
    (2)For the role of motivational beliefs in helping behavior: the students who had higher intrinsic motivation and thus had more helping-behavior; however, synergistic extrinsic motivation and non-synergistic extrinsic motivation did not predict helping behavior.
    (3)For the role of motivational beliefs in creative performance: intrinsic motivation, synergistic extrinsic motivation significantly predicted creative performance originality. However, non-synergistic extrinsic motivation did not predict creative performance originality.
    (4)For the role of help-seeking in creative performance: the students who had higher creative performance and thus had more help-seeking.
    (5) For the role of helping behavior in creative performance: elaborated help significantly predicated creative performance.
    (6) For the role of receiving diffevent level of help in motivational beliefs: the students who received higher quality of help did not increase their synergistic extrinsic motivation, and non-synergistic extrinsic motivation.
    (7) For the role of receiving diffevent level of help in creative performance: the students who received correct answer from peers had lower creative performance.
    .
    Finally, implications and suggestions for creative teaching and future research are provided.
    Keywords: web-based learning, intrinsic motivation, synergistic extrinsic motivation, non-synergistic extrinsic motivation, help-seeking, helping behavior, creative performance
    論文目次 目 錄
    中文摘要 II
    Abstract IV
    表目錄 VIII
    圖目錄 X
    第一章 緒論 1
    第一節 研究背景與動機 1
    第二節 研究問題 5
    第三節 本研究的重要性 6
    第四節 研究架構 7
    第五節 名詞釋義 8
    第二章 文獻探討 12
    第一節 網路學習相關研究 12
    第二節 自我調制學習理論及相關研究 15
    第三節 創造力理論 17
    第四節 內在動機理論及相關研究 22
    第五節 外在動機理論及相關研究 27
    第六節 求助行為理論及相關研究 31
    第七節 協助行為理論及相關研究 35
    第三章 研究方法 39
    第一節 研究架構 39
    第二節 研究對象 40
    第三節 學習任務 40
    第四節 研究工具 42
    第五節 實施流程 49
    第六節 資料處理與分析 52
    第七節 研究限制 61
    第四章 資料分析 63
    第一節 問卷描述性統計分析 63
    第二節 問卷信效度分析 65
    第三節 求助行為與協助行為內容分析 70
    第四節 創意表現描述性統計分析 76
    第五節 評分者一致性之信效度分析 78
    第六節 研究假設之統計分析 81
    第七節 求助行為、協助行為歷程觀察的質性分析 105
    第五章 結論、討論與建議 107
    第一節 結論與討論 107
    第二節 本研究之建議 113
    參考文獻 118
    中文部分 118
    英文部分 120
    附錄一 內在動機量表 129
    附錄二 綜效性外在動機量表 130
    附錄三 非綜效性外在動機量表 131
    附錄四 學習感受問卷 (第一次作業之正式問卷) 132
    附錄五 學習感受問卷 (作業修正後之正式問卷) 135
    附錄六 使用行為問題及需求分析表 138
    附錄七 創意作品評分指標說明 139
    附錄八 創意作品評分量表 141
    附錄九 空間機能泡泡圖與平面圖 142
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    Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
    指導教授/口試委員
  • 王淑玲 - 指導教授
  • 林珊如 - 委員
  • 高宜敏 - 委員
  • 繳交日期 2010-08-03


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