A Study of Relationships amongLearning Motivations, Peer-assisted Learning and Study Achievement

• Main Author: 梁玲
• Other Authors: I-Chao Lee
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/10834196676278897788

碩士 === 高苑科技大學 === 經營管理研究所 === 104 === Confucius said “At fifteen, I had my mind bent on learning. At thirty, I stood firm. At forty, I had no doubts. At fifty, I knew the decrees of Heaven. At sixty, my ear was an obedient organ for the reception of truth. At seventy, I could follow what my heart desired, without transgressing what was right." (Confucian Analects, Book II: Wei Chang) and "When I walk along with two others, they may serve me as my teachers. I will select their good qualities and follow them, their bad qualities and avoid them." (Confucian Analects, Book VII: Shu R). What Confucius said three thousand years ago precisely showed the essential thoughts of learning motivation, peer-assisted learning and the study results in every phases. The relevant studies are arising recently, but most studies only focused on the study achievement of a single lesson. Empirical research on peer-assisted learning in elementary school remains scarce. We expect the empirical result of this study could aid the followers in using the quantitative research questionnaire more accurately and advancing the education guiding principle of the elementary school to fit in with the global trend by the happy learning scheme in order to satisfy the needs for a country’s development. The analysis of the statistics leads to the conclusion are as follows: (1) Learning motivation is positive to peer-assisted learning；(2) Peer-assisted learning is positive to study achievement；And (3) Learning motivation is positive to study achievement.