小學生在知識建構環境中自我決定動機、學習投入度及評論內容與其學習成就的關聯性之研究
Author(s):
Sheng-Han Yang (Graduate Institute of Information and Computer Education, National Taiwan Normal University)
Jyh-Chong Liang (Program of Learning Sciences and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University)
Abstract:
This study examines the implementation of a knowledge-building platform in elementary school social science instruction. Using the PLS-SEM approach, we investigated the predictive relationships between “self-determined motivation,” “learning engagement,” and “comment content analysis” in relation to “academic achievement” among 72 sixth-grade students. Our results indicate that “self-determined motivation” positively predicts “academic achievement” when mediated by “cognitive engagement.” Conversely, “self-determined motivation” is observed to have a negative prediction on “academic achievement” when mediated through “emotional engagement.” These insights are significant for applying knowledge-building platforms in teaching and valuable for both educational practice and academic research.
Keywords:
self-determined motivation、knowledge building、comments content analysis、learning achievement、learning engagement
