The Relationships of Junior High School Students’ Autonomous Motivation and Learning Engagement：The Mediating Effect of Core Self-evaluation

• Main Authors: Hong Ming-Zong, 洪明宗
• Other Authors: 王智弘
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/39738201713858023167

碩士 === 國立彰化師範大學 === 教育研究所 === 102 === The main purpose of this study was to investigate t the relationships of junior high school students’autonomy motivation and learning engagement, and to explore the mediator effect of core self-evaluation. The subjects of 1126 junior high school students in Taichung City, Changhua and Nangtou Counties completed a set of instruments. Questionnaire survey has been utilized as the research method and descriptive statistics, independent samples t-test,ANOVA , and Pearson product-moment correlation were applied to analyze the data. The major findings of the study obtained as below: 1.The performance of junior high school students’ autonomous motivation, learning engagement and core self-evaluation were middle degree. 2.The autonomous motivation and learning engagement were significant different in gender level; There were no significant differences in core self-evaluation based on gender level. 3.There were significant differences in autonomous motivation, learning engagement and core self-evaluation based on grade level. 4.There were significant correlations among autonomous motivation, learning engagement and core self-evaluation. 5.The core self-evaluation mediated the association between autonomous motivation and learning engagement. The suggestions of the findings were made for educational administrators,school administrators, junior high school teachers and future researchers.