學習是為了義務或快樂：儒家文化脈絡下臺灣高中生學習滿足感的雙元取徑研究

Learning for Duty or Enjoyment: Two Paths to Fulfillment in Learning for Taiwanese High School Students in the Confucian Cultural Context

過去許多根據自我決定理論的研究皆指出，內在動機是促使學生努力學習、提高學習表現以及獲得滿足感的關鍵。然而，研究指出，包括臺灣在內的東亞儒家文化圈的國家中，基於盡責的外在動機也是激發學生投入學習的重要因素。為檢視這項理論上的歧義，本研究針對內、外在動機如何促動學習投入並引發不同滿足感，建構並驗證雙元學習動機的取徑。本研究針對511 名高中生進行問卷調查，瞭解其學習動機、學習投入、學業表現，以及學習滿足感。經由結構方程式進行路徑分析與整體測量模式的配適度檢驗，本研究發現學生具有雙元的學習動機，並擁有兩種不同的心理滿足感。具體而言，基於個人興趣的內在動機需要透過「學習滿足感」預測學習投入，而基於個人盡責的外在動機能直接預測學習投入。無論內在或外在動機，受試者皆會因為學習投入而產生「道德滿足感」。研究結果對瞭解東亞儒家社會中學生的學習動機深具價值，本研究也進一步針對家庭與學校教育提出建議。

In the context of Self-Determination Theory (SDT), numerous published studies have argued that intrinsic motivation is the key to engaging students with their academic work, improving school performance, and acquiring psychological well-being. By contrast, an increasing body of research focusing on Eastern Asian Confucian societies, including Taiwan, has shed light on the salience of extrinsic motivation centered around role obligation and duty fulfillment. Scholars have argued that extrinsic motivation has a high value of encouraging students’ effort making, enhancing their academic performance and providing them with psychological fulfillment. To help settle this theoretical dissonance, this research constructed and validated the two learning paths of Taiwanese students, the first, learning for duty, and the second, learning for enjoyment. A self-developed questionnaire on students’ learning motivation, effort-making, academic performance, and acquired satisfaction was administered to 511 students in northern Taiwan. Structural equation modeling generated path analysis and model fit results that demonstrated that Taiwanese students possess two learning motivations followed by two types of psychological fulfillment. Specifically, intrinsic motivation based on personal interest predicted effort-making, with mediation of “learning satisfaction.” Extrinsic motivation based on duty fulfillment directly predicted effort-making. Furthermore, “obligation satisfaction” emerged as a result of effort-making, regardless of students’ different motivations. These findings regarding different learning motivations and satisfaction are valuable in reshaping the theoretical conception of learning motivation in a Confucian cultural setting. Relevant implications and suggestions for parenting and teaching are discussed.