Relationship between Self-Identification and Learning Motivation of New-Inhabitant in Higer Grade of Elementary School In Chang-hua County

• Main Author: 郭育駖
• Other Authors: 梁滄郎
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/82447353943248471304

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 103 === The study aimed to understand the present relationship between self-identity and learning motivation of new-inhabitant children, and to compare self-identity and learning motivation of new-inhabitant children with different backgrounds, and to discuss the relationship between self-identity and learning motivation. The study employed questionnaire survey with the fifth and sixth graders of new-inhabitant children in Changhua county. A total of 420 questionnaires were issued with 337 questionnaires received. The retrieval rate was 90% and the rate of valid questionnaires was 86%. The statistical methodologies used in this study include descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. After data analysis, this study concludes below: 1. As for the self-identity, the new-inhabitant children in Changhua county got the highest scores in social-identity, and the lowest in self-indentity. 2. As for the learning motivation, the new-inhabitant children in Changhua county got the highest scores in value component, and the lowest in affection component. 3. The self-identity of new-inhabitant children appeared a significant difference in“ sex”,“parent’s education level”, “ parents’ occupation”,“ mother’s occupation”, and “residential district.” 4. The learning motivation of new-inhabitant children appeared a significant difference in “parents’ education level”, “ parents’ occupation”,“ mother’s occupation”, and “residential district.” 5. As for the new-inhabitant children, there is a positive correlation between the self -identity and learning motivation. 6. The self-identity of new-inhabitant children in Changhua county effectively predicted their learning motivation. “Social-identity” had the greatest impact on“self-identity.”