动机学习态度对吸收能耐之关系.doc

學習動機、成就動機與吸收能耐關係之研究－以修習人際溝通課程的學生為例 The Relationship among Student’s Learning Motive, Achievement Motive, and Absorbing Ability—Using the Curriculum Design of Human Relations Communication as an Example 邱美華＊ Chiu, Mei-Hua＊ 邱惠華＊＊ Chiu, Hui-Hua＊＊ ＊僑光技術學院通識教育中心 助理教授 ＊＊高雄市私立樹德家商 專任教師 ＊Assistant Professor General Education Center The Overseas Chinese Institute of Technology ＊＊Teacher of Shu-Te Home Economics commercial High school 摘 要 本研究以九十五學年度C學校修習「人際溝通」課程146名學生為普查對象，藉以了解學生的學習動機與成就動機與吸收能耐的關聯性，及學生在課程所學對生活的改變情形，並驗證不同性別、年級、工作年資與內、外控人格特質學生之學習動機、成就動機對吸收能耐沒有差異性，以為後續研究推論之依據。 本研究以吸收能耐做為依變數，參考Zahra Gerard（2002）所提出之動態能耐的觀點，分為潛在的與實際的吸收能耐兩個構面。以學習動機做為自變數，以成就動機為中介變數，並將內外控人格特質、年級、性別與工作年資列為控制變數。本研究有效問巻121份，有效回收率為82.88%。以SPSS10.0進行敘述性統計、相關性分析、t檢定、ANOVA檢定與複迴歸分析檢定。 研究結果發現： 1.學習動機對成就動機與吸收能耐，以及成就動機對吸收能耐之間具有顯著正向關係。成就動機具有中介的效果。學習動機對成就動機、潛在與實際吸收能耐都具有顯著正向影響。成就動機對潛在與實際的吸收能耐都具有顯著的影響。 2.在性別與年級方面，不同性別與年級學生在學習動機、成就動機、吸收能耐構面上均沒有顯著的差異；在內、外控人格特質方面，不論內控或外控學生在學習動機、吸收能耐構面上均沒有顯著的差異。 Abstract This research selected 95 academic year 146 students of “human relations communication” curriculum to study the connection of the learning motive, how the achievement motive, and absorbing ability. The purpose is to understand curriculum influence a student’s life of change situation, and to see if different sex, grade and work past service with inside, control the personality characteristic student’s learning motive outside and achieve motive to absorb the ability make any difference. The results will be used as the basis of follow-up research. This research uses absorptive capacity as a dependent variable in accordance with the concept of dynamic capacity developed by Zahra and Gerard (2002). The absorptive capacity includes two dimensions: potential absorptive capacity and actual absorptive capacity. Learning motivation is used as an independent variable, achievement motivation is medium variables. Meanwhile, this study took internal locus of control, grade, sex and work past service as