過去許多研究指出，華人學生的學習動機與行為具有文化特殊性，西方理論無法完全解釋。因此，必須從文化心理學的角度，探討本地學生的學習動機與行為。本研究探討的是華人文化強調的兩種努力信念：「努力義務觀」與「努力進步觀」。「努力義務觀」是指：相信努力用功是學生的義務；「努力進步觀」是指：相信努力可以增進自身的能力。本研究的主要目的是瞭解「父母努力信念」對「兒童學習投入行為」的效果，並以「兒童知覺父母努力信念」與「兒童努力信念」為中介。過去研究顯示，華人受到儒家價值觀影響，相當重視角色義務、努力與學業表現，華人學生被期望持續努力以達成學業目標，且視勤奮努力為學習的必要方法。然而，過去針對努力信念的研究，並未探討父母親所抱持的「努力義務觀」與「努力進步觀」對兒童兩類努力信念之預測效果，也未探討兒童所抱持的努力信念與其學習投入行為的關聯。因此，本研究提出模型架構，探討「父母努力信念」對「兒童學習投入行為」的效果，並以兒童「知覺父母努力信念」以及兒童自身抱持的努力信念作為中介。本研究為親子配對型研究，參與者為266位來自多所國小的高年級學童(男性135人，女性131人)，以及這些學童的家長(共266位)。本研究採問卷法，分別測量家長所抱持之努力信念，以及兒童知覺之家長努力信念、兒童自身努力信念以及兒童的學習投入行為。本研究採用的努力信念量表乃根據過去研究編製。兒童學習投入行為問卷題目則參考國小高年級學童實際在校園的學習行為，內容包含：「準備考試」、「準時交作業」、「積極發問」與「專心聽講」。驗證式因素分析結果顯示，本研究之問卷具有良好的信、效度。以結構方程模式檢驗模型架構，結果顯示：(1)「知覺父母努力義務觀」中介「父母努力義務觀」對「兒童努力義務觀」的效果；(2)「知覺父母努力進步觀」中介「父母努力進步觀」對「兒童努力進步觀」的效果；(3)「兒童努力義務觀」可正向預測「準備考試」、「準時交作業」、「積極發問」與「專心聽講」學習行為；(4)「兒童努力進步觀」無法顯著預測「準備考試」、「準時交作業」、「積極發問」與「專心聽講」學習行為。整體而言，本研究結果顯示：父母所抱持的努力信念與兒童努力信念有所關聯，而且父母抱持的努力義務觀可能形塑兒童自身的努力義務觀，進而影響兒童的學習投入行為。

Previous studies indicated that East Asian students’ beliefs and motivations of academic achievements are influenced by Confucian heritage cultures. East Asian students are expected by parents to make effort to achieve academic goals and tend to regard studying hard as their role obligation. In this study, we measured two kinds of effort beliefs emphasized in Confucian cultures: Obligation-oriented belief about effort (OBE, i.e., believing that effort-making is a student’s role obligation) and improvement-oriented belief about effort (IBE, i.e., believing that effort can conquer the limitations of one’s ability). The main purpose of the study is to investigate the predictive effects of parents’ effort beliefs on children's learning engagements. Children's perceived effort beliefs of their parents as well as their own effort beliefs are mediators. We adopted a parent-child pairing method with questionnaires. Participants were 266 pairs of fifth and sixth grade Taiwanese students (135 males and 131 females) and their parents (66 fathers and 200 mothers). The results of confirmatory factor analysis showed that the reliability and validity of the scales of effort beliefs were good. The results of structural equation model showed that (1) children’s perceived effort beliefs of their parents’ OBE mediate the effects of parents’ OBE on children’s’ own OBE; (2) children’s perceived effort beliefs of their parents’ IBE mediate the effects of parents’ IBE on children’s’ own IBE; (3) children’s OBE are positively correlated with their learning engagements; (4) however, children’s IBE are not correlated with their learning engagements. The theoretical and practical implications were discussed.

中文摘要˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ⅰ
英文摘要˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ⅱ
謝誌˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ⅲ
目次˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ⅳ
表目次˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ⅴ
圖目次˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙Ⅵ

第一章 緒論：研究動機˙˙˙˙˙˙˙˙˙˙˙˙1

第二章 文獻探討˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙4
第一節 華人學習動機的文化特性˙˙˙˙4
第二節 努力信念的意涵˙˙˙˙˙˙˙˙˙˙˙11
第三節 兒童努力信念的社會化歷程˙˙15
第四節 過去相關研究之不足˙˙˙˙˙˙˙19
第五節 研究假設與架構˙˙˙˙˙˙˙˙˙˙˙21

第三章 研究方法˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙23
第一節 參與者˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙23
第二節 研究工具˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙25
第三節 研究程序˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙30

第四章 研究結果˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙31
第一節 信效度檢驗˙˙˙˙˙˙˙˙˙˙˙˙˙˙31
第二節 描述性統計˙˙˙˙˙˙˙˙˙˙˙˙˙˙42
第三節 結構方程模式分析˙˙˙˙˙˙˙˙˙44

第五章 討論˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙60
第一節 結果摘述˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙60
第二節 研究意涵與貢獻˙˙˙˙˙˙˙˙˙˙˙62
第三節 研究限制與建議˙˙˙˙˙˙˙˙˙˙˙65

參考文獻˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙66
附錄一：家長同意書＆家長問卷˙˙˙˙˙˙76
附錄二：學生問卷˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙78

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