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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/69220

    Title: 探討成就動機、教學成效與再次參與意願的關係-以組織行為之翻轉教學為例;The Relationship of Achievement Motivation, Teaching Effectiveness and Re-participation intention: A Flipped Classroom of the Organizational Behavior course.
    Authors: 吳昆澤;WU,KUN-TSE
    Contributors: 資訊管理學系
    Keywords: 成就動機;學習動機;課程滿意度;再次參與意願;Achievement Motivation;Learning Motivation;Satisfaction;Re-participation intention
    Date: 2015-09-23
    Issue Date: 2015-11-04 17:50:38 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 近年翻轉教室備受教師們的關注,已有許多教師將翻轉教室應用於國文、數學、電子、生物及醫學等領域相關的課程,但應用於管理領域的課程鮮少。此外,過去翻轉教室的研究多專注翻轉教室對學習成效之影響,但卻很少注意學生的學習態度或動機,故本研究採用楊國樞與余安邦 (1987)提出的成就動機理論為核心,探討其對「教學成效」及「學生再次參與翻轉教室的意願」之影響,而教學成效是根據學生的學習成績與課程滿意度作為衡量指標。
    ;Recently, the flipped classroom, an pedagogical strategy, has caught many teachers’ attention. The flipped classroom reverses the traditional classroom by asking students watching online lectures and engaging in classroom discussion activities. This study employs the achievement motivation theory which was developed by of Yu and Yang (1987) to explore the relationship between teaching effectiveness and re-participation intention in the flipped classroom setting.
    The study used quasi-experimental method and applied to the course of organization behavior at a northern university in Taiwan. The datum were collected through questionnaires. The study found five point through data analysis. First, individual-oriented achievement motivation has a positive effect on student′s examination results. Second, individual-oriented achievement motivation has a positive effect on satisfaction of the flipped classroom. Third, student’s examination results does not effect on re-participation intention. Forth, satisfaction of the flipped classroom has partially effect on re-participation intention. Finally, satisfaction of the flipped classroom has a mediating effect between individual-oriented achievement motivation and re-participation intention.
    Appears in Collections:[資訊管理研究所] 博碩士論文

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