The Effect of Academic Effort Belief on Depression Orientation of Junior High School Student in Changhua County – The Moderating Roles of Perceived Playfulness

• Main Author: 陳莉鋗
• Other Authors: 林淑芬
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/7k2k38

碩士 === 大葉大學 === 休閒事業管理學系碩士班 === 107 === The purpose of this study was to investigate the effect of academic effort belief on depression orientation among junior high school students, and to clarify whether it had a moderating effect on depression orientation under the interaction of perceived playfulness and academic effort belief. And compared the distribution and differences of academic effort belief, perceived playfulness and depression orientation in different population backgrounds and after-school participation behaviors. According to the purposes above, a questionnaire survey was conducted to collect samples from the junior high school students in Changhua County by stratified convenience sampling. A total of 540 questionaires were distributed and 415 valid questionaires were retrieved. All the data were analyzed by descriptive statistics, independent sample T test, One-way ANOVA, Pearson product-moment correlation and hierarchical regression analysis. The major findings of this research were concluded as follows: 1. There were significant differences in academic effort belief among gender, grade, whether to take part in remedial education, weekly remedial hours, weekly reading hours and the main type of leisure activities. There were significant differences in perceived playfulness among gender, grade and whether to take part in remedial education. There were significant differences in depression orientation among gender, grade, academic satisfaction and the main type of leisure activities. 2. Academic effort belief had a significant negative impact on depression orientation. Among them, " effort is useful and results are infinite" structure had the greatest impact on depression orientation, while " effort virtue belief " and " effort entity view " had no significant impact on depression orientation. 3. Under the influence of high perceived playfulness, it could significantly reduce the influence of academic effort belief on depression orientation. The result showed that after the interaction between perceived playfulness and academic effort belief, it had a moderating effect on depression orientation. Based on the results, some related suggestions were provided for teachers, schools, education authorities and the future researchers who might be interested in this issue.