A Study on Social Capital within Family and Learning Motivation among Junior High School Students.

• Main Authors: CHANG, YO-CHENG, 張佑正
• Other Authors: WANG, YA-HSUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/mq22e2

碩士 === 國立中正大學 === 教育學研究所 === 105 === This research aimed to explore the relation between Social capital and learning motivation among junior high schools. The research first tries to know the relationship between “Social Capitan ( Coleman, 1990)” and “Learning motivation ( Pintrich & Schunk, 2002；Schunk & Zimmerman, 2008 )”.Second, this study also build up the social capital within family scale and learning motivation scale for junior high students mainly. Third, this study also confers the relationship among “Social capital within family” and “Learning motivation” . This study was designed according to quantitative research, used the method of making self-questionnaire for junior high school students within the region of Chiayi. Participants include 735, and produced 571 calid returns. The survey data was analyzed by using SPSS 22. The main findings of this research can be summarized as the following points: 1.There is no significant difference in external motives among all context variables. 2.When parents had a high degree of SEC, junior students are in advantage both in "Social Capital within family" and "learning motivation". 3.As grade advance, learning motivation decrease; the student who was in first grade or female students has higher social capital within family; there are no significant differences between gender and attendance locations to the whole Learning motivation. 4.There are medium positive correlation between social capital within family and entire learning motivation. 5.The“education expectation”and“growing interaction”of Social Capital within family have high explanation toward learning motivation.（inculding“Self-efficacy”,“Task Value”,“Interst”, and“external motives”） 6.The “Parents’ responsibility” of Social Capital within family have high explanation toward “Self-efficacy”,“Task Value” and ” Interst” ; “Participate in learning” only have high explanation toward “external motives”