國小一年級學童成就動機之研究

本研究主要在於探討「動物脆餅：年幼兒童成就動機測驗」測量我國一年級學童成就動機的有效性，並進一步瞭解某些選定的因素與成就動機之間的關係。 本研究受試總計三百名國小一年級學童，分成五組，每組60名，男女各30名。其中四組分別選自高雄市的四個國小，代表四種職業群，第五組為山地組取自六個山地國小。本研究所選定的因素計有年齡，出生別，家庭人數，父母教育水準，學業成績等，此等資料均以學籍記載簿上所登記的資料為主。 測量工具為「動物脆餅：年幼兒童的成就動測驗」與「成就行為評量表」，後者主要用來區分高成就動機行為與低成就動機行為之兒童。 統計技術中的項目分析，因素分析用以決定本測量工具的假設性理論架構及效度；t考驗用來檢驗高低成就動機學童得分的差異，以進一步檢驗本測量工具的效度；信度則以KR-20來預估。單因子變異數分析用來檢驗平地四組學童得分的差異情形；t考驗則被用來檢驗平地與山地兩組兒童平均得分的差異。此外，t考驗亦被仗用來檢驗學前經驗及性別與成就動機的關係。選定的某些因素與成就動機的相關情形則以積差相關統計公式以求取相關矩陣。最後，以複相關係數R來預測各選定的因素對成就動機的影響程度。 本研究主要發現如下： 1.本測量工具不失為一項測量我國年幼學童成就動機的有效工具，且其假設性理論架構亦大致適用於我國。 2.平地四組學童的成就動機未有顯著差異，惟平地學童與山地學童的成就動機卻有顯著差異。 3.高成就動機組與低成就動機組的成就動機有顯著差異，此外，有學前經驗的兒童與未有學前經驗的兒童，其成就動機亦有顯著的差異存在。 4.在選定的因素之中，以學業成績及「成就行為評量表」得分等兩項與成就動機有顯著相關，其餘年齡，出生別，父母教育程度等因素與成就動機無關。 5.以學童的學業成績及「成就行為評量表」得分等兩項可預測某學童成就動機總變異量的百分之三十。 本項測量工具用以測量我國年幼學童雖有一定成效，然筆者仍建議進一步予以廣泛深入研究並予標準化，且兼及各項影響因素。再次，以本研究為基礎推展至國小高年級，國中，高中階段學生的成就動機的研究。最後筆者建議從事一項有關成就動機的不同文間的比較研究有其必要。

This study investigated the effectiveness of “Animal Crackers: A Test of Motivation to Achieve”， and， further， determined the relationships between the selected variables and the motivation to achieve， when it was applied in Chiness cultural background. The subjects were 300 first graders divided in five groups with 30 males and 30 females each， four of which， representative of four different vocations， were selected from the plain area called “plain-area group” and the last one alone called “aboriginal group.” “Animal Crackers” was administered and a “School-motivated Behavior Rating Scale” was used The selected variables included age， birth order， siblings， level of parental education， and scholastic achievement (teachers’ rated marks). Statistical techniques employed were included item analysis， internal consistency (point-biserial r)， estimated reliability (KR-20 formula)， factor analysis， one-factor ANOVA， Pearson product-moment correlation (a8 X 8 correlational matrix) and multiple correlational R. The results indicate: 1. “Animal Crackers” is an effective test in measuring motivation to achieve in the first graders， and its hypothetical constructs are applicable in the Chinese culture. 2. No significant difference is found on the mean scores obtained from “Animal Crackers” between the plain-area four groups; however， a significant difference is found on the mean scores between the plain-area group and the aboriginal group. 3. Significant differences are found on the mean scores obtained from the same test between the high achievement motivation group and the low achievement motivation group， and the group with pre-school experience and the group without. 4. Only scholastic achievement and scores obtained from the “School-motivated Behavior Rating Scale”， among the selected variables， are found to have a significant relationship with the scores obtained from “Animal Crackers”. These two scores can be used to predict 30% of the total variance of the children’s motivation to achieve.