| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 102 === The thesis investigates junior high school students’ science learning motivation, in relation to three factors: socioeconomic status, relational aggression, and peer acceptance. The database used for analysis contains questionnaires obtained by Fang-Chung Chang (2013) through a longitudinal survey of learning situations at junior high schools at five points in time: (1) Year one: 2nd semester; (2) Year two: 1st semester; (3) Year two: 2nd semester; (4) Year three: 1st semester; (5) Year three: 2nd semester. Out of 2,403 students surveyed in Wenshan District of Taipei City, only 401 students responded at all five points in time. This study uses both descriptive statistics and the structural equation modeling to analyze the data. The main findings of this study are as follows. 1. The relational aggression increases with time, but the science learning motivation decreases with time. 2. Students with a higher degree of science learning motivation at the earlier stage are found to have a lower increase rate in science learning motivation at the later stage. 3. Parents’ socio-economic status has a positive effect on the early development of relational aggression, peer acceptance, and science learning motivation. 4. The degree of relational aggression is not correlated to the onset of science learning motivation, but has a negative impact on its increase rate. 5. Both early peer acceptance and peer acceptance have a positive effect on the development of science learning motivation.
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