大學教師教學創新、學生學習動機與學生學術樂觀之研究

Exploring of Relationship Among Teacher’s Teaching Innovations, Student’s Learning Motivations and Student’s Academic Optimism in University

本研究旨在探討大學教師教學創新、學生學習動機與學生學術樂觀之現況與因果路徑關係。為達成上述目的，本研究採用問卷調查法，針對大學生進行問卷調查，總共回收問卷500份，有效樣本數為419份。所得資料分別以描述性統計、積差相關、相依樣本單因子變異數分析，以及結構方程模式等統計方式進行分析，獲得主要結論如下：一、大學教師教學創新、學生學習動機與學生學術樂觀現況，大致良好；二、大學教師教學創新、學生學習動機與學生學術樂觀之間具有正相關；三、大學教師教學創新、學生學習動機與學生學術樂觀之測量模式與結構模式適配度良好；四、大學教師教學創新可透過學生學習動機的中介作用，正向影響學生學術樂觀。

The purpose of the study is to explore the relationship and causal path among teacher’s teaching innovations, student’s learning motivations and student’s academic optimism in university. The study method adopted questionnaire survey. The total samples were 500 samples in university, and 419 valid samples were distributed to this study. The data was analyzed with descriptive statistics, correlation, repeated-measures one-way ANOVA and structural equation modeling. The conclusions are as follows: 1. The university teacher’s teaching innovations, student’s learning motivation and student’s academic optimism are in good condition. 2. There are positive correlations among university teacher’s teaching innovations, student’s learning motivation and student’s academic optimism. 3. The structural equation model of the university teacher’s teaching innovations, student’s learning motivation and student’s academic optimism have good adaptability. 4. The university teacher’s teaching innovations positive influenced students’ academic optimism through student’s learning motivation.