學生學習動機與學業成就關聯之研究：教師創意教學的多層次調節式中介效果

Correlation between students’ learning motivation and academic achievements: The multilevel moderated mediation of creative teaching

本研究是以個體層次之學習動機與總體層次之教師創意教學為自變數，探討 二者對學生學業成就的影響。透過對78 位教師、1，808 位學生的調查，使用階層 線性模型（hierarchical linear modeling， HLM）分析變數之間的關係。研究結果發 現如下：一、學生學習動機中的價值、預期、情感以及執行意志對學業成就有顯 著的直接正向影響效果。二、教師創意教學中的心胸開放以及問題解決對於學業 成就有正向的直接影響。三、教師創意教學中的心胸開放必須透過學生動機中的 價值與情感兩個層面去解釋學生的學業成就，而問題解決必須透過學生動機中的 價值、預期與執行意志三個層面去解釋學生的學業成就。四、教師創意教學中的 問題解決在學生學習動機中的預期構面與學業成就間具有正向調節效果，互動討 論在學生學習動機中的情感構面與學業成就間具有正向調節效果；換言之，價值 與執行意志是中介變項，而預期與情感除了是中介變項之外，其與學業成就之間 的關係也會分別被問題解決、互動討論所調節。針對上述結果，本研究提出相關 的討論與建議。

Purpose: Contemporary domestic research on creative teaching mainly focuses on teachers when discussing the factors affecting this aspect of education， but seldom studies the major party involved in creative teaching， namely students. By taking students as the main research object， the present study was aimed at elucidating the effect of creative teaching on students’ academic achievements. As the independent variables， this study approached students’ learning motivation at the individual level and teachers’ creative learning at the overall level， examining the effects of both levels on students’ academic achievements. Method: Aiming at a total of 78 teachers and 1，808 students to complete the survey， hierarchical linear modeling was utilized to analyze the relations among the variables. Results: The results are summarized as follows: 1. Value， expectancy， affection， and executive volition in students’ learning motivation had significantly and directly positive effects on academic achievements. 2. Open-mindedness and problem solving in teachers’ creative teaching exhibited positive and direct effects on students’ academic achievements. 3. Open-mindedness in creative teaching explained students’ academic achievements only through value and affection in student motivation. Problem solving further explained students’ academic achievements through value， expectancy， and executive volition in students’ learning motivation. 4. Problem solving in creative teaching revealed positive moderating effects on the relationship between expectancy in students’ learning motivation and academic achievements. Moreover， interactive discussion appears to have had positive moderating effects on the relationship between affection in students’ learning motivation and academic achievement. In other words， value and executive volition are mediators. Expectancy and affection， in addition to being mediators， were also moderated by problem solving and interactive discussion in their relation to academic achievements. In addition to clarifying the direct effect of teachers’ creative teaching on students’ academic achievements， this paper also presents a unique contribution in elucidating the change in these effects in situations in which students exhibit different degrees of learning motivation. Conclusions/Implications: On the basis of the preceding research results， the following relevant discussions and suggestions are outlined in this study: 1. Teachers and parents can directly enhance students’ learning motivation so as to affect their academic achievements. 2. Teachers’ creative teaching can directly influence students’ academic achievements and indirectly affect students’ academic achievements through the mediating effect of learning motivation. 3. Students’ learning motivation should be considered by teachers practicing creative teaching. Finally， suggestions for relevant research are proposed.