| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商系 === 90 === ABSTRACT
The main purposes of this study were：（a）to develop the program which can makes students learn automatically so that senior high school teachers can use this program to increase students’ English learning motivation.（b）to investigate the effects of English learning motivation regulating training group in self-efficacy, learning motivation and the academic performance for senior high school students.
The basic frames of this training group is Wolters’five motivational regulating strategies、Zimmerman & Martinez-Pons、De-Xiang Huang and Bao-Lien Hung’s researches about motivation-regulating and learning strategies. According to this frame and other studies of motivational strategies, the program was designed as the regulating training group of English learning motivation.
The subjects were 30 senior high school students（the first grade）from Yuan-Lin senior high school. All of them volunteered and were selected through the researcher’s interviews so they were willing to join this training group. The experimental design is posttest-only control group design. Through random assignment, the 30 subjects were divided into two equivalent groups. The experimental group received the training group which includes 90-minutes a time ,once a week for 7 weeks ,while the control group received the training group after the study.
Revised “Inventory of Self-Efficacy” from “Motivated Strategies for Learning Questionnaire” and “Inventory of Learning Motivation” from “Learning and Study Strategies Inventory-Senior High School Version” were used to measure the self-efficacy and learning motivation of English learning after the treatment . To understand the difference after the treatment, the t-test method was used too test the hypotheses. Besides these data, the group feedback questionnaires made by the researcher were also used to know the gains and progress from the training group.
The findings of this study are as follows:
1.The English learning motivation regulating training group
can increase senior high school students’ academic learning
self-efficacy.
2.Academic learning self-efficacy can reflect on being equal to
learning English and other subjects.
3.The English learning motivation regulating training group can
increase senior high school students’ academic learning
motivation.
4.The increase of academic learning self-efficacy and learning
motivation has positive influence on learning.
5.The effects of the English learning motivation regulating
training group are not obvious in increasing senior high
school students’ academic performance.
6.Students mostly show positive effects in the group feedback
questionnaire.
According to the discussion of the findings, the researcher made conclusions. Some recommendations for the application of learning guidance, the revised programs and the further research were also discussed.
|
|---|
