THE SURVEY STUDY OF MATHEMATICS MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MMSLQ) FOR GRADE 10–12 TAIWANESE STUDENTS

 台灣高一至高三學生數學學習動機與策略問卷調查研究

摘要

This study draws attention in understanding senior high and vocational school students' mathematics learning motivation and strategies. While Taiwan students have good mathematics performance in international competition but they have low confidence in learning mathematics well. Two questionnaires about motivation and learning strategies were developed based on Motivational Strategies for Learning Questionnaire (MSLQ), and were issued to 1,282 participants. The results show that the students have weak motivation and a less usage rate of learning strategies in learning mathematics. Besides, the result showed that the students went to cram school showed higher motivation for learning mathematics, and the students went to cram school also used learning strategies better than the students didn't go to cram school. Also, male students showed higher motivation for learning mathematics, and male students also used learning strategies better than female students.

作者關鍵字

Adaptation of MSLQ; Confirmatory factor analysis; Learning strategies; Motivation; MSLQ

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study investigates the mathematics learning motivation and strategies of senior high and vocational school students in Taiwan, focusing on the impact of cram school attendance and gender differences.	本研究探討台灣高中及職業學校學生的數學學習動機與策略，特別聚焦於補習參與及性別差異的影響。
研究方法	A questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 1,282 students in Miaoli County. Statistical analyses such as t-tests and factor analysis were used.	本研究採用改編自「學習動機與策略問卷」(MSLQ) 的調查問卷，對苗栗縣1,282名學生進行調查，並採用t檢定和因子分析等統計方法進行分析。
主要結果	1. Students attending cram schools showed higher motivation and better use of learning strategies.2. Male students had higher motivation and used more effective strategies than females.3. Time management and internet use were underutilized by all students.	1. 參與補習的學生在動機與學習策略使用上表現較好。2. 男生在學習動機和策略的使用上優於女生。3. 所有學生在時間管理與網路使用方面使用不足。
討論與建議	Teachers should focus on building students’ confidence, particularly among females. Providing guidance on time management and the effective use of online resources is crucial.	教師應注重建立學生的自信心，尤其是女生。同時，應指導學生如何有效管理時間及利用網路資源。
未來研究方向	1. Investigate the long-term impact of cram schools on academic performance.2. Explore cultural influences on learning strategies.3. Study interventions to improve female students’ confidence and strategy use.	1. 探討補習對學業表現的長期影響。2. 探索文化對學習策略的影響。3. 研究提升女生自信心與策略使用的干預措施。

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Liu, E. Z.-F., & Lin, C.-H. (2010). The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10–12 Taiwanese students. The Turkish Online Journal of Educational Technology, 9(2), 221–233. Retrieved from http://www.tojet.net/articles/v9i2/9223.pdf

The dynamics of motivation and learning strategy in a creativity-supporting learning environment in higher education

在創意學習的環境,學生能發揮創意,創造未來. 

ABSTRACT 

The purpose of the study was to model the processes involved in the development of creativity and discuss how motivation and teaching strategies figure into a creativity-supportive learning environment. The subjects included 28 college students enrolled in an Introduction to Instructional Media course. A questionnaire and interviews were used for the collection of data. Over the course of the semester, the students were tasked with making a “creative multimedia video website”. The results of the study reveal that the motivation of students in areas such as task value and self-efficacy were enhanced by this exercise. Moreover, this study developed effective strategies for the promotion of creativity and the enhancement of high-level meta-cognitive processes.

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項目	內容摘要	翻譯
研究目的	To explore how motivation and learning strategies evolve in a creativity-supporting learning environment for higher education students.	探討在支持創意的學習環境中，大學生的學習動機與策略如何發展與變化。
研究問題	1. What are the changes in learner motivation and creative learning strategies over time?2. How do these factors evolve throughout a semester?	1. 學生的學習動機與創意學習策略隨時間的變化如何？2. 這些因素如何在一學期內發展？
研究方法	- Participants: 28 college students (39% graduate, 61% undergraduate).- Instruments: Motivated Strategies for Learning Questionnaire (MSLQ), interviews.- Course: Creative multimedia video projects.	- 參與者：28位大學生（39%研究生，61%本科生）。- 工具：學習動機策略問卷（MSLQ）、訪談。- 課程：創意多媒體影片專案製作。
主要結果	1. Task value and self-efficacy significantly improved over the semester.2. Students developed higher-order metacognitive strategies like self-regulation.3. Intrinsic goal orientation showed no significant change.	1. 學生的任務價值感與自我效能在學期中顯著提升。2. 學生發展出更高層次的後設認知策略，例如自我調節。3. 內在目標導向未顯著變化。
學生回饋	Students valued the creative process and appreciated the open-ended tasks, which allowed them to express themselves freely and receive feedback from peers.	學生重視創意過程，並認為開放式任務讓他們能自由表達，且能從同儕回饋中獲益。
研究限制	- Small sample size.- Limited to a single institution.- Dependence on self-reported data.	- 樣本數量較少。- 限於單一機構研究。- 依賴自我報告數據。
未來研究方向	1. Explore the role of intrinsic motivation in creative learning environments.2. Conduct longitudinal studies to understand long-term impacts.3. Investigate cross-disciplinary applications.	1. 探討內在動機在創意學習環境中的角色。2. 進行縱向研究以了解長期影響。3. 研究跨學科應用。

Cite Article

Liu, E.Z.-F., Lin, C.-H., Jian, P.-H., & Liou, P.-Y. (2012). The dynamics of motivation and learning strategy in a creativity-supporting learning environment in higher education. Turkish Online Journal of Educational Technology, 11 (1), pp. 172-180.
http://www.tojet.net/articles/v11i1/11116.pdf