期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(1)三月刊（本期專題：語言與文化教育政策）
Directory
設計自我效能、設計興趣和STEM 學習表現之相關分析：以時尚設計為例
作者:臺南應用科技大學時尚設計系范靜媛、國立臺灣師範大學工業教育學系暨學習科學跨國頂尖研究中心葉建宏
卷期：65卷第1期
日期：2020年3月
頁碼：221-246
DOI：10.6209/JORIES.202003_65(1).0009
摘要：
近年來，科學、科技、工程與數學（STEM）教育在世界各地擴展，其學習重點主要分為四個方面，不同教育領域透過不同活動與課程設計推動STEM科際整合教育，然而，鮮少看到STEM教育理念被時尚設計領域採用。本研究基於興趣動機理論，考察了設計自我效能感，設計興趣和學習效果之間的相關性。本研究參與者來自臺灣南部地區某科技大學時尚設計系的197位大學生。在四週共計8小時內（即2小時／週），透過教學的引導，參與者自主學習有關時尚設計領域的STEM知識，並將STEM概念應用至袋包設計實務中；研究者採用VirtualPLS統計軟體驗證研究模型。研究結果顯示，設計自我效能感知較高的參與者具有較高的設計興趣（喜歡、享受和投入），且設計興趣感受較高的學生在學習STEM方面呈現更好的表現。此外，設計自我效能感對STEM學習表現呈現間接正向影響，亦即參與者的設計自我效能感愈高，將學習到愈高水平的STEM知識。
關鍵詞：STEM、時尚設計、設計自我效能、設計興趣
《詳全文》
參考文獻：
- 洪榮昭、詹瓊華（2018）。共變推理遊戲：遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊，63（3），131-162。doi:10.6209/JORIES.201809_63(3).0005 【Hong, J.-C., & Chan, C.-H. (2018). Game performance in covariation reasoning: The correlates between gameplay self-efficacy, and metacognition reflected gameplay anxiety and gameplay interest. Journal of Research in Education Sciences, 63(3), 131-162. doi:10.6209/JORIES.201809_63(3).0005】
- 范斯淳、游光昭（2016）。科技教育融入STEM課程的核心價值與實踐。教育科學研究期刊，61（2），153-183。doi:10.6209/JORIES.2016.61(2).0006 【Fan, S.-C., & Yu, K.-C. (2016). Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education. Journal of Research in Education Sciences, 61(2), 153-183. doi:10.6209/JORIES.2016.61(2).0006】
- 葉建宏、范靜媛、洪國哲（2016）。皮革袋包開版技術分析之研究─以臺灣業界製作規格為例。紡織綜合研究期刊，26（3），26-33。 【Ye, J.-H., Fan, J.-Y., & Hung, K.-C. (2016). To analyze of techniques of leather bag-pattern making in bag industry in Taiwan. Taiwan Textile Research Journal, 26(3), 26-33.】
- Antoncic, B., Antoncic, J. A., & Aaltonen, H. M. (2016). Marketing self-efficacy and firm creation. Journal of Small Business and Enterprise Development, 23(1), 90-104. doi:10.1108/JSBED-07-2015-0093
- Ainley, M., & Hidi, S. (2014). Interest and enjoyment. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 205-227). Abingdon-on-Thames, UK: Routledge.
» 展開更多
- 洪榮昭、詹瓊華（2018）。共變推理遊戲：遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊，63（3），131-162。doi:10.6209/JORIES.201809_63(3). 0005 【Hong, J.-C., & Chan, C.-H. (2018). Game performance in covariation reasoning: The correlates between gameplay self-efficacy, and metacognition reflected gameplay anxiety and gameplay interest. Journal of Research in Education Sciences, 63(3), 131-162. doi:10.6209/JORIES.201809_63(3).0005】
- 范斯淳、游光昭（2016）。科技教育融入STEM課程的核心價值與實踐。教育科學研究期刊，61（2），153-183。doi:10.6209/JORIES.2016.61(2).0006 【Fan, S.-C., & Yu, K.-C. (2016). Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education. Journal of Research in Education Sciences, 61(2), 153-183. doi:10.6209/JORIES.2016.61(2).0006】
- 葉建宏、范靜媛、洪國哲（2016）。皮革袋包開版技術分析之研究─以臺灣業界製作規格為例。紡織綜合研究期刊，26（3），26-33。 【Ye, J.-H., Fan, J.-Y., & Hung, K.-C. (2016). To analyze of techniques of leather bag-pattern making in bag industry in Taiwan. Taiwan Textile Research Journal, 26(3), 26-33.】
- Antoncic, B., Antoncic, J. A., & Aaltonen, H. M. (2016). Marketing self-efficacy and firm creation. Journal of Small Business and Enterprise Development, 23(1), 90-104. doi:10.1108/JSBED-07- 2015-0093
- Ainley, M., & Hidi, S. (2014). Interest and enjoyment. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 205-227). Abingdon-on-Thames, UK: Routledge.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi:10.1037/0033-295X.84.2.191
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. doi:10.1016/0749-5978(91)90022-L
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. doi:10.1146/annurev.psych.52.1.1
- Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307-337). Greenwich, CT: Information Age.
- Bell, B. S., & Kozlowski, S. W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87(3), 497-505. doi:10.1037/0021-9010.87.3.497
- Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26(1), 61-79. doi:10.1007/s10798-015-9300-9
- Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art Education, 65(2), 40-47. doi:10.1080/00043125.2012.11519167
- Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Parker, A. D. (2015). The relationships among high school STEM learning experiences and students’ intent to declare and declaration of a STEM major in college. Teachers College Record, 117(3), 1-46.
- Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
- Carberry, A. R., Lee, H.-S., & Ohland, M. W. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79. doi:10.1002/j.2168-9830.2010.tb01043.x
- Carpenter, S. K., Lund, T. J. S., Coffman, C. R., Armstrong, P. I., Lamm, M. H., & Reason, R. D. (2016). A classroom study on the relationship between student achievement and retrieval- enhanced learning. Educational Psychology Review, 28(2), 353-375. doi:10.1007/s10648-015- 9311-9
- Chen, I.-S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362-370. doi:10.1016/j.chb.2017.02.059
- Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295-336). Mahwah, NJ: Lawrence Erlbaum Associates.
- Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909. doi:10.1007/s10956-015-9572-6
- Conard, M. A., & Marsh, R. F. (2014). Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking. Learning and Individual Differences, 30, 112-117. doi:10.1016/j.lindif.2013.11.004
- Cor, M. K. (2016). Trust me, it is valid: Research validity in pharmacy education research. Currents in Pharmacy Teaching and Learning, 8(3), 391-400. doi:10.1016/j.cptl.2016.02.014
- Cordova, J. R., Sinatra, G. M., Jones, S. H., Taasoobshirazi, G., & Lombardi, D. (2014). Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change. Contemporary Educational Psychology, 39(2), 164-174. doi:10.1016/j.cedpsych.2014. 03.006
- D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153-170. doi:10.1016/j.learninstruc.2012.05.003
- Dietz, B. E., Carrozza, M., & Ritchey, P. N. (2003). Does financial self-efficacy explain gender differences in retirement saving strategies? Journal of Women & Aging, 15(4), 83-96. doi:10. 1300/J074v15n04_07
- Ersanlı, C. Y. (2015). The relationship between students’ academic self-efficacy and language learning motivation: A study of 8th graders. Procedia-Social and Behavioral Sciences, 199, 472-478. doi:10.1016/j.sbspro.2015.07.534
- Falk, N. A., Rottinghaus, P. J., Casanova, T. N., Borgen, F. H., & Betz, N. E. (2017). Expanding women’s participation in STEM: Insights from parallel measures of self-efficacy and interests. Journal of Career Assessment, 25(4), 571-584. doi:10.1177/1069072716665822
- Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216. doi:10.1016/j.lindif.2014.11.022
- Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134-140. doi:10.1016/j. lindif.2015.05.003
- Frijda, N. H. (1986). The emotions. Cambridge, UK: Cambridge University Press.
- Fryer, L. K., & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction, 60, 252-262. doi:10.1016/j.learninstruc.2017.11.002
- Fryer, L. K., Ainley, M., & Thompson, A. (2016). Modelling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about? Learning and Individual Differences, 50, 157-165. doi:10.1016/j.lindif.2016.08.011
- Galyon, C. E., Blondin, C. A., Yaw, J. S., Nalls, M. L., & Williams, R. L. (2012). The relationship of academic self-efficacy to class participation and exam performance. Social Psychology of Education, 15(2), 233-249. doi:10.1007/s11218-011-9175-x
- Green, S. B., & Salkind, N. I. (2004). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self-efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73-86. doi:10.1016/j.cedpsych.2018.01.007
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). London, UK: Pearson Education Limited.
- Hair, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121. doi:10.1108/EBR-10-2013-0128
- Han, S., Capraro, R. M., & Capraro, M. M. (2016). How science, technology, engineering, and mathematics project based learning affects high-need students in the U.S. Learning and Individual Differences, 51, 157-166. doi:10.1016/j.lindif.2016.08.045
- Hancock, G. R., & Mueller, R. O. (Eds.). (2006). Structural equation modeling: A second course. Greenwich, CT: Information Age.
- Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107-119. doi:10.1016/j.compedu.2017.11.011
- Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. doi:10.1007/s11747-014-0403-8
- Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., Rambo-Hernandez, K. E., Chen, T. W., & de Miranda, M. A. (2014). Connecting the STEM dots: Measuring the effect of an integrated engineering design intervention. International Journal of Technology and Design Education, 24(1), 107-120. doi:10.1007/s10798-013-9241-0
- Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571. doi:10.3102/00346543060004549
- Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Ed.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309-339). New York, NY: Academic Press. doi:10.1016/B978-012619070-0/50033-7
- Hidi, S., & Baird, W. (1986). Interestingness – A neglected variable in discourse processing. Cognitive Science, 10(2), 179-194. doi:10.1016/S0364-0213(86)80003-9
- Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. doi:10.1207/s15326985ep4102_4
- Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
- Hong, J.-C., Hwang, M.-Y., Liu, M.-C., Ho, H.-Y., & Chen, Y.-L. (2014). Using a “prediction-observation-explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. Computers & Education, 72, 110-120. doi:10.1016/j.compedu.2013.10.004
- Hong, J.-C., Hwang, M.-Y., Szeto, E., Tsai, C.-R., Kuo, Y.-C., & Hsu, W.-Y. (2016). Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Computers in Human Behavior, 55, 214-222. doi:10.1016/j.chb.2015.09.010
- Hu, S., & Tian, B. (2012). Study on the reform and mode of local higher fashion design and engineering education which service industry development. IERI Procedia, 2, 437-443. doi:10. 1016/j.ieri.2012.06.113
- Hui, E. C. M., & Bao, H. (2013). The logic behind conflicts in land acquisitions in contemporary China: A framework based upon game theory. Land Use Policy, 30(1), 373-380. doi:10.1016/ j.landusepol.2012.04.001
- Izard, C. E., & Ackerman, B. P. (2000). Motivational, organizational, and regulatory functions of discrete emotions. In M. Lewis & J. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253-322). New York, NY: Guilford Press.
- Jackson, J. W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70(3), 243-254. doi:10.1080/00220970209599508
- Jung, K.-R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, 60, 33-39. doi:10.1016/j.lindif.2017.10.004
- Kates, A. W., Wu, H., & Coryn, C. L. S. (2018). The effects of mobile phone use on academic performance: A meta-analysis. Computers & Education, 127, 107-112. doi:10.1016/j.compedu. 2018.08.012
- Kim, H.-S., & Cho, S.-B. (2000). Application of interactive genetic algorithm to fashion design. Engineering Applications of Artificial Intelligence, 13(6), 635-644. doi:10.1016/S0952-1976(00) 00045-2
- Kim, Y., & Park, N. (2012). Development and application of STEAM teaching model based on the Rube Goldberg’s invention. In S.-S. Yeo, Y. Pan, Y.-S. Lee, & H.-B. Chang (Eds.), Computer science and its applications (pp. 693-698). Dordrecht, NL: Springer. doi:10.1007/978-94-007- 5699-1_70
- Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50. doi:10.1080/09500693.2010.518645
- Krapp, A., & Ryan, R. M. (2002). Selbstwirksamkeit und lernmotivation. In M. Jerusalem & D. Hopf (Eds.), Zeitschrift für Pädagogik. Selbstwirksamkeit und Motivationsprozesse in Bildungs- institutionen (pp. 54-82). Weinheim, DE: Beltz.
- Kusurkar, R. A., Ten Cate, T. J., van Asperen, M., & Croiset, G. (2011). Motivation as an independent and a dependent variable in medical education: A review of the literature. Medical Teacher, 33(5), e242-e262. doi:10.3109/0142159X.2011.558539
- Lambie, G. W., Hayes, B. G., Griffith, C., Limberg, D., & Mullen, P. R. (2014). An exploratory investigation of the research self-efficacy, interest in research, and research knowledge of Ph. D. in education students. Innovative Higher Education, 39(2), 139-153. doi:10.1007/s10755-013-9264-1
- Lazarides, R., Gaspard, H., & Dicke, A.-L. (2018). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126-137. doi:10.1016/j.learninstruc.2018.01.012
- Lei, M., & Lomax, R. G. (2005). The effect of varying degrees of nonnormality in structural equation modeling. Structural Equation Modeling, 12(1), 1-27. doi:10.1207/s15328007sem1201_1
- Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122. doi:10.1006/jvbe.1994.1027
- Lent, R. W., Sheu, H.-B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A meta- analytic path analysis of the social-cognitive choice model by gender and race/ethnicity. Journal of Counseling Psychology, 65(1), 17-35. doi:10.1037/cou0000243
- Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49. doi:10.1080/00043125.2016.1224873
- Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119-137. doi:10.1080/ 10573560308223
- Lu, J., Yu, C.-S., & Liu, C. (2003). Learning style, learning patterns, and learning performance in a WebCT-based MIS course. Information & Management, 40(6), 497-507. doi:10.1016/S0378- 7206(02)00064-2
- Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology, 139(5), 439-457. doi:10.3200/JRLP.139.5.439-457
- Madden, M. E., Baxter, M., Beauchamp, H., Bouchard, K., Habermas, D., Huff, M., ...Plague, G. (2013). Rethinking STEM education: An interdisciplinary STEAM curriculum. Procedia Computer Science, 20, 541-546. doi:10.1016/j.procs.2013.09.316
- Masrek, M. N., & Zainol, N. Z. M. (2015). The relationship between knowledge conversion abilities and academic performance. Procedia-Social and Behavioral Sciences, 174, 3603-3610. doi:10. 1016/j.sbspro.2015.01.1078
- McAuliffe, M. (2016). The potential benefits of divergent thinking and metacognitive skills in STEAM learning: A discussion paper. International Journal of Innovation, Creativity and Change, 2(3), 1-13.
- Middleton, L., Hall, H., & Raeside, R. (2019). Applications and applicability of social cognitive theory in information science research. Journal of Librarianship and Information Science, 51(4), 927-937. doi:10.1177/096100061876998
- Montagna, G. (2015). Multi-dimensional consumers: Fashion and human factors. Procedia Manufacturing, 3, 6550-6556. doi:10.1016/j.promfg.2015.07.954
- Montalto, A., Graziosi, S., Bordegoni, M., & Di Landro, L. (2018). Combining aesthetics and engineering specifications for fashion-driven product design: A case study on spectacle frames. Computers in Industry, 95, 102-112. doi:10.1016/j.compind.2017.12.003
- Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education: Synthesizing research, policy, and practices. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Research into practice (pp. 35-60). West Lafayette, IN: Purdue University Press.
- Morrison, J. (2006). TIES STEM education monograph series, attributes of STEM education. Baltimore, MD: TIES.
- Nakagawa, S., & Cuthill, I. C. (2007). Effect size, confidence interval and statistical significance: A practical guide for biologists. Biological Reviews, 82(4), 591-605. doi:10.1111/j.1469-185X. 2007.00027.x
- National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education.
- Palmer, D. H., Dixon, J., & Archer, J. (2016). Identifying underlying causes of situational interest in a science course for preservice elementary teachers. Science Education, 100(6), 1039-1061. doi:10.1002/sce.21244
- Pham, Q. T., & Huynh, M. C. (2018). Learning achievement and knowledge transfer: The impact factor of e-learning system at Bach Khoa University, Vietnam. International Journal of Innovation, 6(3), 194-206. doi:10.5585/iji.v6i2.235
- Quigley, C. F., & Herro, D. (2016). “Finding the Joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 25(3), 410-426. doi:10.1007/s10956-016-9602-z
- Radziwill, N. M., Benton, M. C., & Moellers, C. (2015). From STEM to STEAM: Reframing what it means to learn. The STEAM Journal, 2(1), 1-7. doi:10.5642/steam.20150201.3
- Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). Cambridge, MA: Academic Press.
- Renninger, K. A., & Pozos-Brewer, R. (2015). Interest, psychology of. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 378-385). Oxford, UK: Elsevier.
- Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. doi:10.1037/a0026838
- Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119-136. doi:10.1080/ 00461520902832376
- Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 58-67. doi:10.1016/j.learninstruc. 2009.11.001
- Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37-50. doi:10.1016/j.learninstruc.2014.01.002
- Rotgans, J. I., & Schmidt, H. G. (2017). Interest development: Arousing situational interest affects the growth trajectory of individual interest. Contemporary Educational Psychology, 49, 175- 184. doi:10.1016/j.cedpsych.2017.02.003
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020
- Saxton, E., Burns, R., Holveck, S., Kelley, S., Prince, D., Rigelman, N., & Skinner, E. A. (2014). A common measurement system for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking. Studies in Educational Evaluation, 40, 18-35. doi:10.1016/j.stueduc.2013.11.005
- Schiefele, U. (2001). The role of interest in motivation and learning. In J. M. Collis, S. J. Messick, & U. Schiefele (Eds.), Intelligence and personality: Bridging the gap in theory and measurement (pp. 163-194). New York, NY: Psychology Press.
- Schiefele, U. (2009). Situational and individual interest. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 197-222). Abingdon-on-Thames, UK: Routledge.
- Schnell, C., & Loerwald, D. (2019). Interest as an influencing factor on student achievement in economics: Evidence from a study in secondary schools in Germany. International Review of Economics Education, 30, 1-10. doi:10.1016/j.iree.2018.03.005
- Sergis, S., Sampson, D. G., Rodríguez-Triana, M. J., Gillet, D., Pelliccione, L., & de Jong, T. (2019). Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education. Computers in Human Behavior, 92, 724-738. doi:10.1016/j.chb.2017.12.014
- Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28-34. doi:10.5703/1288284314653
- Streukens, S., & Leroi-Werelds, S. (2016). Bootstrapping and PLS-SEM: A step-by-step guide to get more out of your bootstrap results. European Management Journal, 34(6), 618-632. doi:10. 1016/j.emj.2016.06.003
- Ten Cate, O., Snell, L., Mann, K., & Vermunt, J. (2004). Orienting teaching toward the learning process. Academic Medicine, 79(3), 219-228. doi:10.1097/00001888-200403000-00005
- Teo, T., Tsai, L.-T., & Yang, C.-C. (2013). Applying structural equation modeling (SEM) in educational research. In M. S. Khine (Ed.), Application of structural equation modeling in educational research and practice (pp. 3-21). Rotterdam, NL: Sense.
- Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31(3), 25-32. doi:10.3102/0013189X031003025
- Tsai, Y.-H., Lin, C.-H., Hong, J.-C., & Tai, K.-H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29. doi:10.1016/j.compedu.2018.02.011
- Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337-346. doi:10.1353/csd.0.0073
- Vogt, P. W. (2007). Quantitative research methods for professionals. Toronto, CA: Pearson.
- Weller, S. (2007). Fashion as viscous knowledge: Fashion’s role in shaping trans-national garment production. Journal of Economic Geography, 7(1), 39-66. doi:10.1093/jeg/lbl015
- Workosky, C., & Willard, T. (2015). Answers to teachers’ questions about the next generation science standards. Science Teacher, 82(6), 29-31. doi:10.2505/4/tst15_082_06_29
- Young, M. D., Plotnikoff, R. C., Collins, C. E., Callister, R., & Morgan, P. J. (2014). Social cognitive theory and physical activity: A systematic review and meta-analysis. Obesity Reviews, 15(12), 983-995. doi:10.1111/obr.12225
- Zande, R. V. (2010). Teaching design education for cultural, pedagogical, and economic aims. Studies in Art Education, 51(3), 248-261. doi:10.1080/00393541.2010.11518806
- Zande, R. V. (2011). Design issues group. NAEA News, 53(2), 17. doi:10.1080/01606395.2011. 11518698
- Zeisel, J. (2006). Inquiry by design: Environment/behavior/neuroscience in architecture, interiors, landscape and planning (2nd ed.). New York, NY: Norton.
- Zhang, T., Chen, A., Yli-Piipari, S., Loflin, J., Wells, S., Schweighardt, R., …Ennis, C. D. (2016). Prior knowledge determines interest in learning in physical education: A structural growth model perspective. Learning and Individual Differences, 51, 132-140. doi:10.1016/j.lindif.2016.08.039
- Zhu, X., Chen, A., Ennis, C., Sun, H., Hopple, C., Bonello, M., ...Kim, S. (2009). Situational interest, cognitive engagement, and achievement in physical education. Contemporary Educational Psychology, 34(3), 221-229. doi:10.1016/j.cedpsych.2009.05.002
- Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. doi:10.1006/ceps.1999.1016
- Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and application (pp. 1-30). Mahwah, NJ: Erlbaum.
Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(1)】March (Special Issue: Language and Culture Education Policies)
Directory
Effectiveness of STEM Education for Design Self-Efficacy and Design Interest in Fashion Design
Author: Jing-Yun Fan (Department of Fashion Design, Tainan University of Technology), Jian-Hong Ye (Department of Industrial Education and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University)
Vol.&No.：Vol. 65, No.1
Date：March 2020
Pages：221-246
DOI：10.6209/JORIES.202003_65(1).0009
Abstract：
Science, Technology, Engineering and Mathematics (STEM) education is increasingly important. Its importance can be separated into four dimensions. In design education, especially fashion design, STEM education is rare. In accordance with interest theory, this study examined the correlation between design self-efficacy, design interest, and learning effectiveness. An experiment was conducted in a department of fashion design at a technology college in Taiwan. Over four weeks, participants spent two hours weekly learning STEM topics related to fashion design and how to apply them in design practice. Data from questionnaire responses of 197 participants were used to test our research model. Results indicate that participants with higher design self-efficacy had stronger design interest (e.g., enjoyment and engagement). Moreover, better STEM learning was correlated with stronger design interest. In addition, design self-efficacy was positively correlated with STEM knowledge and it is mediated by design interests. Therefore, this study suggests that among students, learning STEM subjects increases design self-efficacy.
Keywords：STEM, fashion design, design self-efficacy, design interest