大學回饋環境的裡子與面子層面分析及其與大學生學習表現之潛在關聯：形成性測量模式的應用

Substantial Content and Saving Face Aspect of College Feedback Environment and It's Potential Association with Students' Learning Task Performance: Applications of Formative Measurement Model

本研究目的主在根據既有文獻論述，提出一個大學回饋環境的「裡子」和「面子」層面概念性架構，並透過實證資料分析這個形成性測量模式的組成構面及其與大學生學習表現的關聯。研究者首先建構大學回饋環境的形成性測量模式，接著透過問卷調查蒐集520名大學生實證資料，以共變本位結構方程模式以及成分本位結構方程模式進行統計分析，以瞭解大學回饋環境的組成構面及其和大學生學習表現的關聯。研究發現大學回饋環境包含「裡子」與「面子」兩個層面，回饋環境中的「裡子」層面對大學生學習成效較具解釋力，「面子」層面對大學生學習投入較具解釋力。根基此一主要研究發現，研究者對大學回饋環境建構以及未來研究提出可行的努力之道。

The purposes of this research were to propose a conceptual formative model to measure college feedback environment drawn from the extant literature， and explore the relationships between college feedback environment and learning task performance. We used cross-sectional data drawn from a survey of 520 college students， and explore potential association between college feedback environment and students’learning task performance by covariance-based structural equation modeling and components-based structural equation modeling techniques. Results demonstrated that college feedback environment including substantial content and saving face aspect. And substantial content of college feedback environment explained more variances in college students’ learning effect， and saving face of college feedback environment explained more variances in college students’ learning involvement. Based on those results， implication for college feedback environment development and future research was discussed.