There were a few limitations to the present study. First, although the sample of Taiwanese high school students was drawn from different schools at different levels (based on their minimum score requirements for student admission), the sampled schools were all located in northern Taiwan. To increase the validity of the two learning paths in the current research, more students from different areas of Taiwan or from other countries in the Confucian circle could be sampled in the future.
Second, the measures of academic performances in this study were based on students’
self-recollections, the accuracy of which might be undermined due to distortion or memory loss. To minimize the impact of such limitation, the researchers have normalized the scores to mitigate the effects due to diverse ranking and scoring systems among different schools and classes. Furthermore, previous research have pointed out that there is a positive association between self-reported and actual scores (Cassady, 2001), indicating that self-reported scores collected in the current study may have reflected students’ actual performances to a certain extent. However, we suggested that future studies may consider to collect actual scores, whenever possible, to increase the authenticity of performance measurement.
Furthermore, regarding the exploratory nature of this current research and the lack of relevant measures appropriate for the current study design, the authors established self-developed questionnaire based on past relevant literature. Although the results from examining the reliability and validity of the measure in our research yielded satisfactory outcomes, we also acknowledged that there may be limitation in our measure tools in a different context or when they are applied to different population of participants. In that regard, we suggested that similar studies can increase or modify questions in each dimension of the measures to examine the robustness of our current measure tools. On the other hand, future research can also apply multiple methods, such as both quantitative and qualitative approaches, for methodological triangulation to further verify the relations between students’ motivation, satisfaction, and learning outcomes when investigating similar research questions.
292 Learning for Duty or Enjoyment Hsiou-Huai Wang & Cheng-Yu Lin
In the end, because of the design of the present research, the longitudinal data on the measured parameters were not accessible. In the future, it would be valuable to conduct a longitudinal study to see how different learning motivations, effort-making, obligation satisfaction, and academic performance influence each other. Meanwhile, it would also be intriguing to see if different learning motivations and learning satisfaction can be obtained by students in a different sequence when they have advanced through their high school studies.
Acknowledgement
The authors thanks the funding support from the R.O.C. Ministry of Science & Technology (MOST103-2410-H-002-126-MY2).
Hsiou-Huai Wang & Cheng-Yu Lin Learning for Duty or Enjoyment 293
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教育科學研究期刊 第六十五卷第一期 2020年，65（1），271-296
doi:10.6209/JORIES.202003_65(1).0011
學習是為了義務或快樂：儒家文化脈絡下 臺灣高中生學習滿足感的雙元取徑研究
王秀槐 林政佑*
國立臺灣大學
師資培育中心 哥倫比亞大學
教育學院
摘要
過去許多根據自我決定理論的研究皆指出，內在動機是促使學生努力學習、提高學習表 現以及獲得滿足感的關鍵。然而，研究指出，包括臺灣在內的東亞儒家文化圈的國家中，基 於盡責的外在動機也是激發學生投入學習的重要因素。為檢視這項理論上的歧義，本研究針 對內、外在動機如何促動學習投入並引發不同滿足感，建構並驗證雙元學習動機的取徑。本 研究針對 511 名高中生進行問卷調查，瞭解其學習動機、學習投入、學業表現，以及學習滿 足感。經由結構方程式進行路徑分析與整體測量模式的配適度檢驗，本研究發現學生具有雙 元的學習動機，並擁有兩種不同的心理滿足感。具體而言，基於個人興趣的內在動機需要透 過「學習滿足感」預測學習投入，而基於個人盡責的外在動機能直接預測學習投入。無論內 在或外在動機，受試者皆會因為學習投入而產生「道德滿足感」。研究結果對瞭解東亞儒家 社會中學生的學習動機深具價值，本研究也進一步針對家庭與學校教育提出建議。
關鍵詞： 儒家文化、努力投入、義務學習動機、興趣學習動機、自我決定理論
通訊作者：王秀槐，E-mail: [email protected]
收稿日期：2017/11/26；修正日期：2018/09/17；接受日期：2018/12/13。