他們為什麼比較用功？－－檢驗學業動機與復原力的解釋力

Why Did They Make More Efforts?-- Examining the Explanation of Academic Motivation and Resilience

本研究以高教資料庫94學年技職校院理工科系新生為樣本，基於社會認知理論及自我決定理論，以課外學業時間作為學業努力的指標，探討數理能力信念、數理興趣、目標設定及學業復原力對學業努力的預測。研究樣本為10,749位新生。t考驗結果顯示，公立技職新生的學業努力、能力信念、興趣、及生涯目標設定顯著高於私立技職新生。跨樣本結構方程模式分析顯示，興趣、目標設定及學業復原力等變項對兩類樣本的學業努力具有相同預測力，能力信念經由這三個變項，對學業努力發揮間接影響力；能力信念對私立技職新生的興趣、大學求學目標及復原力，有較高預測力。比較私立技職新生中用功者與不用功者，logit迴歸分析顯示，興趣、目標設定及學業復原力可顯著區隔出兩者，以學業復原力最為重要。所以結論是，公立技職學生比較用功是因為有較強的數理興趣與目標設定，私立技職校院中較為用功者是因為有較佳的學業復原力。本文結果顯示整合社會認知理論與自我決定理論的可能。

This study examined the prediction of competence beliefs, academic interest, career goal setting, and academic resilience on academic efforts in terms of social cognitive theory and self-determination theory. Out-of-school time for academic activities was used as the indicator of academic efforts. The 2005 freshman samples from the Taiwan Higher Education Data System were used, and only those from departments of mathematics, science, engineering, medicine, and science education in technology universities were analyzed. The participants were 10,749 freshmen. Student's t-test showed that the freshmen from national universities performed significantly greater academic efforts, competence beliefs, interest, and career goal setting than those from private universities. Cross-sample structural equation modeling showed that the prediction of academic interest, goal setting, and academic resiliency on academic efforts was significant among the samples from national universities as the same as among those from private universities. Competence beliefs predicted academic efforts indirectly through interest, goal, and resiliency. The prediction of competence beliefs on interest, college life plan, and academic resiliency was greater in the samples from private universities than in those from national universities. Freshmen who spent 4 hours or above in previewing, reviewing, and homework everyday were defined effortful, and those who did not spend any time were defined effortless. For private university freshmen, logit regression analysis showed that effortful ones performed greater academic interest, goal setting, and academic resiliency significantly than effortless ones, and that academic resilience was the most explanatory. In conclusion, compared with private college freshmen, national college ones made more efforts because of their greater academic interest and goal setting. Compared with their effortless colleagues, effortful freshmen from private universities spent more time in learning because of greater academic resiliency. The integration of motivation theories was discussed. Implications for counseling practices and further research were suggested.