高職生之課室自主支持、動機類型與逃避策略間關係之探討   免費試閱

Examining the Relationships among Vocational High School Students' Perceived Classroom Autonomy Support, Motivational Regulation, and Avoidance Strategies

本研究綜合理論文獻建構一個影響高職生對逃避策略的理論模式，並探討理論模式內潛在變項間的相互影響。以結構方程模式檢驗理論模式和觀察資料的適配度。受試者以630位高職生進行問卷調查，研究工具包含課室自主支持量表、動機調節量表及逃避策略量表等。研究結果發現，高職生的逃避策略模式和觀察資料大致適配；課室自主支持對自主動機有直接效果，也對受控動機有直接效果；課室自主支持分別透過自主動機及受控動機對逃避策略有顯著的間接效果。本研究根據上述研究結果進行討論，並提出對未來研究之建議。

This study examines path models for the relationships among vocational high students' perceptions of classroom autonomy support, autonomous motivation, controlled motivation, and avoidance strategies. Participants comprised 630 students from vocational high schools in Taichung and Changhua. A self-report questionnaire assessing student perception of students' classroom autonomy support, motivation regulation, and avoidance strategies was administered. The results of this study revealed the following: the theoretical model fit the observations well; classroom autonomy support had significant direct effects on autonomous motivation and controlled motivation; autonomous motivation had a signi.cant indirect negative effect on avoidance strategies; and controlled motivation had a significant indirect positive effect on avoidance strategies. Finally, implications for education and future studies are discussed.Internet addiction.