| Summary: | 碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 100 === The purpose of the study was to examine the relationship between science learning motivation and their Chemistry academic achievement.
The participants were 350 junior college students recruited from one junior college in central Taiwan. The instrument was the 35-item motivation questionnaire based on the Patterns of Adaptive Learning Survey (PALS) by Midgley, Maehr and Urdan (1993) to explore the relationship between junior college students’ learning motivation and their Chemistry academic achievement. Pearson correlation analyses and regression analyses were employed. The results showed that there was moderate positive relationship between learners’ overall science learning motivation and their Chemistry academic achievement. In terms of the relationship between each factor of learners’ motivation and their Chemistry academic achievement, there was moderate relationship between learners’ Chemistry academic achievement and self-efficacy. However, low relationships were observed between learners’ Chemistry academic achievement and autonomous learning strategy, science learning value, achievement goal and learning environment respectively. Almost no relationship was observed between learners’ Chemistry academic achievement and performance goal orientation. Among the six factors in motivation, self-efficacy can best predict the success of most learners’ academic achievement.
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