大學音樂通識課程學習動機量表之編製與驗證

The Development and Validation of a Learning Motivation Scale for University General Music Courses

音樂通識課程在大學美感教育中扮演著重要角色。然而學生在音樂通識課程的學習動機普遍偏低，原因包括課程內容與學生日常生活的相關性不足，以及教學設計無法充分引起學生的興趣與投入。因此針對大學音樂通識課學習動機，編制一份適合用於調查大學通識課程學習動機量表，以提供教師掌握學生在音樂學習中各動機構面的學習狀況有其必要性。本研究根據Keller ARCS-V（2017）模型五個構面：引起注意（Attention）、切身相關（Relevance）、建立信心（Confidence）、獲得滿足（Satisfaction）、堅持意志（Volition）。經專家內容效度以及預試後，編製完成共19題項，具良好信效度的「大學音樂通識課程學習動機量表」。藉此作為教學者提供學生學習動動機，提升學習效能策略的依據。

General music courses play an important role in aesthetic education at the university level. However, students often display low motivation in these courses, attributed to factors such as insufficient relevance of course content to students’daily lives and teaching designs that fail to fully engage their interest and participation. This study aims to develop a learning motivation scale for university general music courses, based on Keller’s ARCS-V model (2017), to provide teachers with an effective tool to assess student motivation. The scale items cover the five dimensions of the ARCS-V model: Attention, Relevance, Confidence, Satisfaction, and Volition, to provide teachers with insights into students’motivation levels across various aspects of music learning. With the administration of expert validity and the pilot study, the reliability and validity of the scale are analyzed. A 19-items scale“A General Music Courses Motivation Scale at University”is developed. Educators can conduct the scale to identify areas of low motivation and make curriculum adjustments to enhance students’motivation and learning outcomes in general music courses. This study not only highlights the applicability of the ARCS-V model in music education but also provides educators with a reliable basis for developing strategies to improve student motivation.