| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 108 === The purpose of the study was to investigate the relationships among grit, learning motivation and learning engagement of junior high school students. The participants of the study were 701 junior high school students in Taichung. The data were analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation andmultiple regression analysis. The major findings of the study were summarized as follows. First, the junior high school students perceived a moderate to high level of grit, learning motivation and learning engagement. Second, there were partial significant differences in grit in different grades. Grade 7 students scored higher grades in grit than grade 9 students. Third, there were partial significant differences in learning motivation in different genders. Female students scored higher grades in value, executive volition and learning motivation than male students. Fourth, there were significant differences in learning motivation in different grades. Grade 7 and 8 students scored higher grades in value, affective and learning motivation than grade 9 students. Grade 7 students scored higher grades in expectancy and executive volition than grade 9 students. Fifth, there were partial significant differences in learning engagement in different genders. Female students scored higher grades in behavioral engagement and learning engagement than male students. Sixth, there were partial significant differences in learning engagement in different grades. Grade 7 students scored higher grades in emotional engagement than grade 9 students. Seventh, grit, learning motivation and learning engagement showed a significant correlation between each other. Finally, grit, learning motivation can significantly predict learning engagement. Specifically, executive volition was the strongest predictor. Based on the the results, some suggestions for students and teachers were proposed, and recommendations for further studies were offered.
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