小學生在知識建構環境中自我決定動機、學習投入度及評論內容與其學習成就的關聯性之研究

The Relationships Between Elementary School Students’ Self-Determined Motivation, Learning Engagement, Comment, and Learning Achievement in Knowledge Building Environment

本研究欲探索知識建構平臺於國小社會科教學中的應用性，透過PLS-SEM方法，分析72位國小六年級學生學習過程中的「自我決定動機」、「學習投入度」及「評論內容分析」對其「學習成就」的預測效果。研究結果顯示，學生的「自我決定動機」可以透過「認知投入度」預測其「學習成就」；然而「自我決定動機」則會透過「情感投入度」負向預測其「學習成就」。這些結果對於如何在教學中更好地運用知識建構平臺提供了實用的見解，對教育實踐和研究皆有重要意義。

This study examines the implementation of a knowledge-building platform in elementary school social science instruction. Using the PLS-SEM approach, we investigated the predictive relationships between “self-determined motivation,” “learning engagement,” and “comment content analysis” in relation to “academic achievement” among 72 sixth-grade students. Our results indicate that “self-determined motivation” positively predicts “academic achievement” when mediated by “cognitive engagement.” Conversely, “self-determined motivation” is observed to have a negative prediction on “academic achievement” when mediated through “emotional engagement.” These insights are significant for applying knowledge-building platforms in teaching and valuable for both educational practice and academic research.