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)
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正向心態對初始興趣、維持興趣及動手做科學創作競賽學習價值之相關研究
作者:國立臺灣師範大學工業教育學系陳育蒼、國立臺灣師範大學學習科學跨國頂尖研究中心戴凱欣

卷期:65卷第1期
日期:2020年3月
頁碼:247-270
DOI:10.6209/JORIES.202003_65(1).0010

摘要:
本研究旨在探討正向心態對初始興趣、維持興趣及動手做科學創作競賽學習價值之相關。本研究之研究樣本為動手做科技創作競賽之參與學生,該競賽要求學生須在早上設計及製作三隻仿生機械獸,並在下午進行接力與拔河競賽。本研究回收有效樣本197份,以結構方程模式進行驗證性因素分析與模型分析。研究對象有135位男學生(68.5%)和62位女學生(31.5%),九年級學生有91位(46.2%)和六年級學生有106位(53.8%)。結果顯示正向心態對初始興趣、維持興趣及動手做科學創作競賽學習價值呈顯著正相關。路徑係數分別為 .64、 .28、 .59、 .36與 .47,且具高效果量。研究結果指出,正向心態有助於個體初始興趣及維持興趣感受之產生,進而提升動手做科學創作競賽之學習價值。

關鍵詞:動手做、維持興趣、學習價值、正向心態、初始興趣

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參考文獻:
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    2. Ainley, M. (2007). Being and feeling interested: Transient state, mood, and disposition. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 147-163). San Diego, CA: Elsevier. doi:10.1016/B978-012372545-5/50010-1
    3. Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428. doi:10. 1016/S0959-4752(01)00008-1
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中文APA引文格式陳育蒼、戴凱欣(2020)。正向心態對初始興趣、維持興趣及動手做科學創作競賽學習價值之相關研究。教育科學研究期刊65(1),247-270。doi:10.6209/JORIES.202003_65(1).0010
APA FormatFan, J.-Y., & Ye, J.-H. (2020). Proactivity Affects Triggered and Maintained Situational Interest and Relates to Perceived Learning Values of Attending a Hands-on Making Contest. Journal of Research in Education Sciences, 65(1), 247-270. doi:10.6209/JORIES.202003_65(1).0010

Journal directory listing - Volume 65(2020) - Journal of Research in Education Sciences【65(1)】March (Special Issue: Language and Culture Education Policies)
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Proactivity Affects Triggered and Maintained Situational Interest and Relates to Perceived Learning Values of Attending a Hands-on Making Contest
Author: Yu-Tsang Chen (Department of Industrial Education, National Taiwan Normal University), Kai-Hsin Tai (Institute for Research Excellence in Learning Sciences, National Taiwan Normal University)

Vol.&No.:Vol. 65, No.1
Date:March 2020
Pages:247-270
DOI:10.6209/JORIES.202003_65(1).0010

Abstract:
This study explored how proactivity triggers and maintains the interest and perceived learning values of students. It surveyed students who participated in a science and technology hands-on making contest. This contest required students to make three miniatures and use them to compete in relay races and tug-of-war competitions. Data from 197 participants were collected analyzed using confirmatory factor analysis with structural equation modeling. Participants consisted of 135 (68.5%) male students and 62 (31.5%) female students. 91 participants were in the fifth grade (46.2%) and 106 were in the sixth grade (53.8%). Results identified positive correlations between proactivity, triggered interest, maintained interest, and perceived learning value. The coefficients were .64, .28, .59, .36, and .47, respectively, and the effect sizes were strong. These results indicated that although failure in miniature design is unavoidable, promoting students’ proactivity can reduce failure, facilitate situational interest, and ultimately enhance perceived learning values.

Keywords:hands-on making, maintained interest, perceived learning values, proactivity, triggered interest