The Relationship Between Self-determination Motivation of Teaching and Self-determination Motivation of Learning

• Main Authors: Hui-Fen Liu, 劉惠芬
• Other Authors: Pei-Yun Liu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/99449579975506146519

碩士 === 玄奘大學 === 成人教育與人力發展學系碩士班 === 98 === The present study intends to base on self-determination theory motivation model to investigate the relation between self-determination motivation of teaching and self-determination motivation of learning. The purposes of this study are : (a) to discuss the students' perceived of teacher self-determination motivation of teaching, (b) to explore the relation between self-determination motivation of teaching and psychological support ,(c) to verify the relation between the psychological support and self-determination motivation of learning,(d) to discuss the relationship between self-determination motivation of teaching and self-determination motivation of learning,(e) to test the effects of mediator on psychological support between self-determination motivation of teaching and self-determination motivation of learning.745 5th grade elementary school students from 11 schools(38 classes) in Taiwan were included as the research sample. The instruments used in this study consisted of the self-determination motivation scale for teaching, self-determination motivation scale for learning , and psychological support scales. The data was statistically analyzed by used multiple regression analysis、descriptive statistic analysis and hierarchical regression analysis to test hypotheses raised in this study. The results of this study are summarized as follows: (a) students’ perceived teacher self-determination motivation of teaching can predict their sense of autonomy support, competence support and relatedness support while autonomy support is the better predictor than others. Controlled motivation of learning can predict their sense of competence support and relatedness support while competence support is the better predictor than others,(b) students’ perceived teacher autonomy support, competence support and relatedness support can predict their sense of autonomous motivation of learning while competence support is the better predictor than others, (c) students’ perceived teacher autonomous motivation of teaching and controlled motivation of teaching can predict their sense of autonomous motivation of learning and controlled motivation of learning,(d) students' perceived teacher self-determination motivation of teaching can impact self-determination motivation of learning, it also impact self-determination motivation of learning indirectly through the competence support. In addition, teacher competence support and relatedness support were the mediator between students' perceived teacher controlled motivation of teaching and students self-determination motivation of learning,(e) competence support was the mediator of the affect from students' perceived teacher self-determination motivation of teaching to the controlled motivation of learning. Students' perceived teacher controlled motivation of teaching can impact their controlled motivation of learning, it also impact controlled motivation of learning indirectly through the competence support. Based on the finding of this study, suggestions are made for elementary school teaching and educational guidance in future studies.