大學生學習動機、學習情緒及心流體驗對於學習成就影響之研究   免費試閱

A Study on the Effects of Learning Motivation, Learning Affects , Flowing Experiences on College Students’ Academic Achievement

為探究大學生之學習動機、學習情緒及心流體驗對於學習成就之影響，並檢視學習情緒與心流體驗在學習動機與學習成就之間的中介角色，本研究以194名大學生為研究對象，以學業認同量表、角色認同量表、學習流暢度問卷及學習情緒問卷為工具，從事階層迴歸分析與路徑分析研究。研究結果發現，大學生的學習情緒及心流體驗與學習成就之間都有顯著的關聯性。在統計控制彼此的影響後，動機中的角色認同、學習情緒中的無聊疏離，以及心流體驗中的全神貫注、自我意識喪失和自成性經驗是能顯著預測學習成就的變項。其中，角色認同不但能間接透過心流體驗與學習情緒的中介影響學習成就，也對學習成就有直接的影響；相對地，學業認同則僅能透過心流體驗中介間接影響學習成就。從角色認同對於學習表現的影響強過學業認同的影響而言，內在動機在國內大學生學習歷程中扮演的角色受到質疑。此外，從學習情緒與心流體驗對學習成就的影響觀之，大學課程未必要有趣，但一定不要讓學生感到疏離、無聊；未必要好玩，但絕不應缺乏挑戰。

The purpose of this study was to explore the impacts of learning motivation, learning affects, and flow experiences on academic achievement. The mediating role of learning affects and flow experiences between motivation and learning outcome was also examined. One hundred and ninety five college students participated in this study. Data were collected using corresponding scales and were analyzed with hierarchical regression and path analysis. It was found that academic affects and flow experiences were significantly positively correlated with course grades. Role identity motivation, boring and apathy emotion, concentration on the task at hand, loss of self-consciousness, and autotelic experience were among the variables that could significantly predict academic performance. The most important finding was that the variable role identity, which implies internalized social responsibility, showed both significant direct and indirect effects through learning emotions and flow experiences on academic achievement. However, the variable academic identity, which implies intrinsic motivation, showed only indirect effects on academic achievement through the mediating flow experiences. It is argued that for Chinese students, the motivational effects of role identity might play a more significant role on academic achievement than academic identity, which is a more significant motivation factor for students in the Western societies. The results suggest that learning in the college level need not to be interesting, but should keep students away from feeling bored or apathy, and that Instructors should challenge instead of entertain students.