Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

All Computer Science majors are required to take introductory programming (CS1) as a fundamental course which has a high dropout rate. Researchers report that CS1 students lack motivation and need constant resource support. Motivated by these factors, we developed a cyberlearning environment embedded with learning engagement strategies such as Collaborative Learning, Social Interaction and Gamification. The purpose of research is to investigate the impact the cyberlearning environment had on student acquisition of programming concepts. I conducted a series of studies to empirically validate these learning engagement strategies in the context of student learning outcomes. The results of my dissertation have shown that Gamification and Social Interaction when combined or used individually had more positive impact on student learning when compared to that of other learning engagement strategies. / This work is supported in part by the National Science Foundation under grants DUE-1225742 and DUE-1525112. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

本研究主要目的在於建構並驗證大學生成就目標、心理資本、學習投入對學習收穫之影響模式，採用立意抽樣的方式，以1136位大陸大學生為研究對象，使用大學生成就目標量表、大學生心理資本量表、大學生學習投入量表以及學習收穫量表進行測量，再以描述統計、信度分析、因素分析、多變量變異數分析、皮爾遜積差相關、多元迴歸分析與結構方程模型等統計方法進行分析。結果發現： 一、在大學生對學習成就目標的追求中，最重視「精熟目標」。不同專業大學生在「表現目標」和「成就目標」總分上有顯著差異。 二、大學生的心理資本較佳，不同性別大學生的「自我效能」有顯著差異；不同專業大學生在心理資本的四個維度上均有顯著差異；不同年級大學生在「心理資本」和「希望」維度上有顯著差異。 三、大學生學習投入程度較好，不同性別大學生在「行為投入」和「學習投入」上有顯著差異；不同專業大學生在「認知投入」上有顯著差異。 四、大學生的學習收穫情況很好，不同年級大學生在「專業收穫」、「應用收穫」以及「學習收穫」上均有顯著差異。 五、大學生的成就目標、心理資本、學習投入和學習收穫間存有顯著正相關。 六、大學生成就目標各維度與學習投入、學習收穫各維度間有顯著正相關。 七、大學生心理資本中的「自我效能」、「希望」、「樂觀」均與學習為投入、學習收穫各維度之間有中度的顯著正相關；「復原力」與學習投入中的「情感投入」和「認知投入」以及學習收穫中的各維度呈現較弱的顯著正相關。 八、大學生學習投入各維度與學習收穫各維度間有顯著正相關。 九、大學生的「情感投入」，是預測「學習收穫」及各維度的重要變項。 十、大學生成就目標、心理資本除了對學習收穫有直接影響外，亦可經由學習投入對學習收穫產生間接影響。 本研究根據研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The study aimed to construct and examine the model of college students' achievement goals, psychological capital, learning engagement and learning outcomes. A total of 1136 college students of China were enrolled to collect measurement of constructs based on self-report questionnaires, which included " College Students' Achievement Goals Scale", " College Students' Psychological Capital Scale", " College Students' Learning Engagement Scale" and " College Students' Learning Outcomes Scale ". The statistical analysis were conducted by descriptive statistics, reliability analysis, factor analysis, one-way ANOVA, Pearson product-moment correlation analysis, multivariate regression analysis and structural equation modeling analysis. The study finding were as follows: 1. In the pursuit of college students' achievement goals, the most important was "mastery goal". There were significant differences in the scores of "performance goals" and "achievement goals" among college students of different discipline. 2. Psychological capital of college students was better. There were significant differences in the "self-efficacy" of college students with different gender. There were significant differences in the four dimensions of psychological capital among college students with different discipline. There were significant differences in the dimensions of "psychological capital" and "hope" among college students of different grades. 3. The college students had a better degree of learning engagement . There were significant differences in "behavioral engagement" and "learning engagement" among college students with different gender. There were significant differences in "cognitive engagement" among different discipline college students. 4. The college students learning outcomes were very well, students of different grades in the "professional outcomes", "application outcomes" and "learning outcomes" were significantly different. 5.There is a significant positive correlation between achievement goals, psychological capital, learning engagement and learning outcomes. 6. The dimensions of achievement goals were significant correlate positively with the dimensions of learning engagement and the dimensions of learning outcomes. 7. The college students' psychological capital of "self-efficacy", "hope" and "optimism" had a moderate significant positive correlation with the dimensions of learning engagement and learning outcomes. Resilience with "emotional engagement" and "cognitive engagement" had weak positive correlation; Resilience with the dimensions of learning outcomes had significant positive correlation. 8.There is a significant positive correlation between the dimensions of college students' learning engagement and the dimensions of learning outcomes. 9. "Emotional engagement" of college students is important variables in predicting "learning outcomes" and its dimensions. 10. The achievement goals and psychological capital of college students not only influence learning outcomes directly, also influence learning outcomes through learning engagement indirectly. Based on this research results, several suggestions were proposed for future practical application and futher research.

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自我決定理論是個從環境脈絡、個體心理需求、動機型態來看待個體適應性行為的歷程理論。本研究之研究旨趣即是以自我決定理論之觀點，探討父母支持、教師支持、基本需求滿足、生涯自主動機、生涯定向及學習投入的現況及各變項在性別、年級、學校性質的差異情形，研究者乃根據上述變項提出兩個模式並予以驗證。 本研究以台灣地區北、中、南、東四個地區1120位高中生為對象，研究工具包括：研究者改編之「父母支持量表」、「教師支持量表」、「基本需求滿足量表」、「生涯自主動機量表」、「生涯定向量表」及「學習投入量表」。本研究採用單因子多變量變異數分析與潛在變項模式分析進行研究假設之驗證。 研究結果顯示： 1.現今高中生所知覺的父母支持及教師支持頻率偏高，基本需求滿足程度良好、生涯自主動機程度偏高、生涯定向程度中等、學習投入狀況積極。 2.女高中生比起男高中生，感覺到較高的父母支持、教師支持，並且在聯繫感的需求上獲得較高的滿足；高三學生比起高二學生而言，他們感覺到較高的教師支持，有著較高的生涯自主動機，對於未來生涯的目標也較為明確，高一的學生也比高二的學生感受到較多的教師支持；明星高中的學生比社區高中的學生感受到較高的父母支持，而社區高中的學生比明星高中的學生感受到較高的教師支持。 3.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機為中介變項，生涯定向為依變項的「生涯自主動機歷程與生涯定向模式」獲得支持。亦即高中生所知覺的父母支持、教師支持會正向影響個體的基本需求滿足程度，基本需求滿足程度會進一步正向影響生涯自主動機，再透過生涯自主動機對生涯定向產生正向影響。 4.以父母支持、教師支持為自變項、基本需求滿足、生涯自主動機、生涯定向為中介變項，學習投入為依變項的「生涯自主動機歷程與生涯定向、學習投入模式」獲得支持。亦即生涯自主動機、生涯定向對學習投入有正向影響，且父母支持及教師支持對學習投入有直接正向影響。 最後，研究者根據研究結果提出建議，以供高中父母、教師、輔導單位、高中生及未來研究者參考。