國小學生參與任務導向學習對學習動機、學習情緒之影響

The Effects of Task-based Learning on Primary School Students' Learning Motivation and Achievement Emotion

本研究旨在探討學生參與任務導向學習，對其學習動機與學習情緒是否產生 影響，學習動機是否與學習情緒相關及具預測性。以金門縣國小六年級學生為研 究對象，共 445 人。實施問卷調查法，以學習情緒量表（Achievement Emotions Questionnaire, AEQ ） 和 學 習 動 機 量 表 （ Motivated Strategies for Learning Questionnaire, MSLQ）為研究工具。研究發現學生參加任務導向英語村課程中體 驗到的情緒為愉悅、希望與自豪等正向的情緒。學習動機中以任務價值最高，考 試焦慮最低。性別在學習情緒和學習動機上具有差異性。此外，正向學習情緒與 內在動機、外在動機、任務價值、控制信念、自我效能具正相關；負向學習情緒 與考試焦慮則呈顯著正相關，與內在動機、外在動機、任務價值、控制信念、自 我效能具顯著負相關。而任務價值最能有效預測愉悅、希望、生氣、無望和無聊 情緒；自我效能最能預測自豪學習情緒；考試焦慮最能有效預測焦慮情緒；任務 價值和考試焦慮能預測羞愧情緒。最後根據研究結論提出建議，供相關教育工作 者及未來研究者參考。

This study aimed to investigate the effects of Task-based Learning on primary school students' learning motivation and achievement emotion. The present study employed Achievement Emotions Questionnaire (AEQ) and Motivated Strategies for Learning Questionnaire (MSLQ). A total of 445 sixth-graders in Kinmen County participated in the study. The results showed that significant differences in learning motivation and achievement emotions were found among students with different backgrounds. Positive achievement emotions were positively correlated with intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy for learning and performance. Negative emotions were significantly correlated with test anxiety. Negative emotional anxiety was found to be negatively correlated with intrinsic goal orientation, task value, and self-efficacy for learning and performance. Additionally, task value can effectively predict emotions such as joy, hope, anger, hopelessness and boredom. Self-efficacy for learning and performance can predict proud emotion. Test anxiety can predict anxiety emotion. Task value and test anxiety can predict shame emotion. Based on the findings, some suggestions are provided to English Village instructors and further research.