| Summary: | 碩士 === 國立成功大學 === 教育研究所 === 100 === Abstract
The purpose of this study were：(a) to create the Chinese Interest Scale according to the result of recent studies of situational and individual interest, then test the reliability and validity of this scale. (b) to investigate the current status of the junior high students in triggered-situational interest, maintain-situational interest, and individual interest in Chinese. (c) to test model fit of the Chinese interest-developing model (d) to examine the mediated effect of self-esteem and self-regulated learning strategies in the process when situational interest developed into individual interest.
To achieve the purpose above, a total number of participants were 1356 junior high school students taken in 7th and 8th grades. Among those, 256 subjects were used to test the the reliability and validity of the Chinese Interest Scale, the other 1100 subjects were adopted to test a confirmatory factor analysis model. Moreover, a longitudinal study was designed in the study, so 461 subjects were tracked to test the model fit of Chinese interest-developing model and the mediated effect of self-esteem and self-regulated learning strategy in this model. The whole collected data were analyzed by one-sample t test, one-way repeated measures ANOVA, MANOVA, and SEM.
The findings of this study were as follows:
(1)The Chinese Interest Scale developed in this study has good reliability and validity.
(2)There were significant differences between the junior high school students’ Chinese interests and the test value which was 3.5.
(3)There were significant differences among the triggered-situational interest, maintain-situational interest, and individual interest, respectively.
(4)The interest-developing model of Chinese subject proposed by the author fitted the observed data well and could be used to explain the observed data in Taiwan, i.e. situational interest was a significant predictor of the change in individual interest across one semester.
(5)In this study, the effect of situational interest predicting the individual was mediated by self-esteem and self-regulated learning strategy, individually.
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