The relations among perceived classroom goal structure, learning motivation in classroom, and academic achievement of fourth to ninth graders

• Main Authors: CHIN HUI LIN, 林錦慧
• Other Authors: Pin-Hua Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/58392188840602983108

碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 99 === Targeting the subject of Chinese, this study aimed to investigate the fourth to ninth graders’ intrinsic/extrinsic learning motivation in classroom, as well as their relations with personal background variables (gender, grade, learning stage), perceived classroom goal structure, and academic achievement. The survey participants were 826 4th to 9th graders from 10 primary and secondary school in Kaohsiung City. They completed a questionnaire which consisted of perceived Chinese classroom goal structure scale and Chinese intrinsic/extrinsic learning motivation scale. Subsequently, their Chinese grades in the successive mid-term examinations were also collected. By performing descriptive statistics, Pearson product-moment correlation, t-test, one way ANOVA, and path analysis, it revealed the results as follows: 1.The fourth to ninth graders tended to have intrinsic and extrinsic learning motivation in classroom. 2.Elementary school students tended to have intrinsic and extrinsic learning motivation in classroom. 3.Junior high school students tended to have intrinsic and extrinsic learning motivation in classroom. 4.The correlation between intrinsic learning motivation and extrinsic learning motivation of fourth to ninth graders was positive. 5.The correlation between intrinsic learning motivation and extrinsic learning motivation of elementary school students was positive. 6.The correlation between intrinsic learning motivation and extrinsic learning motivation of junior high school students was positive. 7.Significant differences were found between different gender students, both on intrinsic learning motivation and extrinsic learning motivation. 8.Significant differences were found between different grade students, both on intrinsic learning motivation and extrinsic learning motivation. 9.Significant differences were found between different learning stage students, both on intrinsic learning motivation and extrinsic learning motivation. 10.Path relations were found among gender, learning stage, perceived classroom goal structure, intrinsic/extrinsic learning motivation in classroom, and academic achievement of fourth to ninth graders. 11.Path relations were found among gender, perceived classroom goal structure, intrinsic/extrinsic learning motivation in classroom, and academic achievement of elementary school students. 12.Path relations were found among gender, perceived classroom goal structure, intrinsic/extrinsic learning motivation in classroom, and academic achievement of junior high school students.