The Relationship among Individual Goal Orientations, Self-Regulated Learning Strategies and On-task/Off-task Motivation Interference of Junior High School Students

• Main Authors: Wen-ChiWu, 吳雯琪
• Other Authors: Shu-Ling Peng
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/xenr3u

碩士 === 國立成功大學 === 教育研究所 === 104 === The purposes of this study were (a) to developed the Chinese version of Learning Experience of Motivational Interference Scale and analyze its reliability and validity; (b) to discuss the interrelationship among individual goal orientations, self-regulated learning strategies, and On-task / Off-task motivation interference. To achieve the purposes above, In the study of first sample, the exploratory factor analysis and Cronbach’s α reliability were adopted to test the Chinese version of Learning Experience of Motivation Interference Scale. In the study of second sample, the confirm factor analysis and structural equation model (SEM) were used to verify the Chinese version of Learning Experience of Motivational Interference Scale and examine if the model were able to bring the motivation interference behavior into existence. The results of this study were summarized as following: (a) the Chinese version of Learning Experience of Motivational Interference Scale have good reliability and validity. (b) the motivational interference behavior model fitted the empirically observed data well. It means that self-regulated learning strategies is the mediator variable of individual goal orientations and On-task / Off-task motivation interference.