雙因子理論對學生學習成就之影響──以學習態度作為中介變數

THE INFLUENCE OF TWO-FACTOR THEORY ON STUDENTS' LEARNING ACHIEVEMENT - MEDIATING VARIABLES WITH LEARNING ATTITUDE

學習動機是驅使學生學習的主要動力，亦可能影響其學習成就。因此對於一位教育者而言，如何提高學生的學習動機，以提升其學習成就便成為一項非常重要的議題。本研究從雙因子理論出發，將學習動機分為「激勵因子」與「保健因子」兩大因素，並以學習態度與學習成就的觀點探討三者間之關係。本研究以立意抽樣法進行抽樣，對曾參加全國性三創競賽的學生進行問卷調查。研究結果發現，學生在激勵因子與保健因子的影響下的確會產生不同的學習成就，學習態度在兩種不同因子的學習動機對學習成就之間都有產生中介效果。本研究也發現不同教育體制的「激勵因子」與「保健因子」對學習態度與學習成就的影響不同。因此教學者應該去思考如何針對不同學習動機的學生，使用不同的教學方式以達到「因材施教」之目的。

Learning motivation is the main type of motivation that affects student learning, and it may also affect their learning achievement. Therefore, it's important for an educator to look for a method to improve students' learning motivation in order to enhance their learning achievements. Based on the two-factor theory, this study determined learning motivation is consisted by two major factors, the motivation factor and hygiene factor. The Study explored the relationship among learning motivation, learning attitude and learning achievement. The study used purposive sampling method and a questionnaire survey were conducted on the students who had participated in a national ''marketing plan'' competition. The results of the study found that students do have different learning achievements under the influence of the motivation factor and hygiene factor, and learning attitudes have a mediating effect between the two learning motivation factors and learning achievements. Furthermore, this study found that the students' motivation factors and hygiene factors in different education systems have different effects on learning attitudes and achievements. Therefore, teachers should employ different teaching methods for students with different learning motivations to ensure that they are teaching in accordance with the students ' aptitude.