大學生學習動機之「雙因素模式」：學業認同與角色認同之功能

A Two-Factor Model of Learning Motivation for Chinese Undergraduates: On the Function of Academic Identity and Role Identity

過去許多研究指出，華人學生的學習動機具有文化特殊性，難以完全以西方動機理論作解釋。本研究根據「華人成就動機理論架構」，針對華人學生的學習動機，提出「雙因素模式」。此模式認為，華人學生的學習動機不但源自對學科的自發興趣與效能感，也與個體對於社會角色義務之主觀認同有關。本研究參與者為176名大學生（女性101名，男性75名），採用問卷法，以自編量表測量參與者之實際學習經驗。本研究針對「雙因素模式」，以結構方程模式進行徑路分析，結果顯示：(1)參與者之「學業認同」與「學習滿意度」具有正向關聯、(2)「角色認同」與「學業投入」具有正向關聯、(3)「學業投入」與「學業表現」也具有正向關聯，並且(4)「學習滿意度」為「學業認同」與「學業投入」的完全中介變項。本研究結果支持研究假設與理論模式，對於本土學習動機理論與教育實踐皆具參考價值。

According to the theoretical framework of Chinese goals of achievement (Chen, Wang, Wei, Fwu, & Hwang, 2009), the learning behaviors of Chinese students are motivated by both intrinsic interests in achieving academic goals and role obligations attached to social expectations. However, the hypothesis of social-psychological functions of students' role identity has not been examined by previous studies. In the present study, the authors propose a “twofactor model” of learning motivations to elaborate on the relationships among Chinese students' academic identity, role identity, learning satisfaction, academic engagement, and performance. Scales were developed to measure students' learning experiences in real life. Participants include 176 undergraduates (101 females, 75 males) from two universities in Taiwan. The results of path model analysis showed that: (1) students' academic identity was positively correlated with their learning satisfaction; (2) students' role identity was positively correlated with their academic engagement; (3) students' academic engagement was positively correlated with their academic performance; and (4) students' learning satisfaction was the complete mediator of the relationship between their academic identity and academic engagement. The theoretical and practical implications of the results were discussed.