The Relationships among Learning Motivation, Learning Emotion, Help-Seeking Behavior and Academic Achievement of Senior High School Students

• Main Authors: Ya-Lun Chang, 張雅綸
• Other Authors: Ming-Chang Cheng
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/94666762543407641719

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 95 === The purposes of this study were to investigate: (1) the situation of subjects’ learning motivation, learning emotion, help-seeking behavior and academic achievement; (2) the differences of various background variables in learning motivation; (3) the relationships among learning motivation, learning emotion, help-seeking behavior, and academic achievement of subjects; (4) whether learning motivation predicts learning emotion, help-seeking behavior, and academic achievement. The study chose 985 students as participants from senior high school through cluster random sampling. The instruments used in this study were the self-edited “Learning Motivation Scale”, “Learning Emotion Scale”, and “Help-Seeking Behavior Scale”. The data was analyzed by Hotelling’s T², MANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis. The major findings were as follows: 1. Learning motivation of subjects were fine. 2. Positive learning emotion of subjects were more conspicuous than negative learning emotion. 3. Instrumental help-seeking behavior of subjects were more than executive help-seeking behavior. 4. The Math scores of subjects were among 60 to 70. 5. Significant differences in gender of subjects were shown in learning motivation. Males were higher than females in “self-concept”, “interests”, and “utility values”. 6. No differences in grade of subjects were shown in learning motivation. 7. Significant differences in group of subjects were shown in learning motivation. The students of natural group were higher than those of social group and no group in “successful expectancy”, “self-concept”, “attainment values”, “interests”, and “utility values”; the students of social group and no group were higher than those of natural group in “perceptions of difficulty”. 8. Learning motivation of subjects were correlates with learning emotion. 9. Learning motivation of subjects were correlates with help-seeking behavior. 10. Learning motivation of subjects were correlates with academic achievement. 11. Learning motivation of subjects could predict learning emotion, “interests” and “successful expectancy” were the most significantly variable in positive emotion; “perceptions of difficulty” was the most significantly variable in negative emotion. 12. Learning motivation of subjects could predict help-seeking behavior, and “successful expectancy” was the most significantly variable in instrumental help-seeking behavior and executive help-seeking behavior. 13. Learning motivation of subjects could predict academic achievement, and “self-concept” was the most significantly variable in Math academic achievement. According to these findings, some suggestions for the teaching and the further studies were offered in this dissertation.