本研究的主要目的將探討動機因素與圖形化程式語言學習表現間的關係以及動機因素與鷹架輔助機制對學生圖形化程式語言學習成效之影響。本研究共有208位中學學生參與此研究。從研究結果發現，學生的內在動機、外在動機、自我效能與學習焦慮其程式語言學習的成效具有顯著正相關，而進一步透過多元回歸分析後更發現，學生的自我效能能夠有效預測其學習成效。研究中並發現不同自我效能的學生在自我調學習策略的使用上有明顯差異。高自我效能的學生比低自我效能的學生更會使用自我調製學習策略來輔助其學習。除此之外，本研究也發現，鷹架機制的使用與學生自我效能的高低會對其程式語言學習產生交互作用。從單純主要效果的分析中發現，對高自我效能的學生而言，鷹架機制的介入並未對其學習成效產生影響，然而，對於低自我效能的學生而言，加入鷹架機制有助於改善其學習成效。The main purpose of this dissertation was to investigate the influence of scaffolding and learning motivation on students’ programming learning performance. There were 208 junior high school students participated in the study. The results indicated that intrinsic, extrinsic motivation, self-efficacy, learning motivation and learning anxiety were positively correlated with learning performance. The results of regression analysis indicated that self-efficacy is an effective predictor of learning performance. It was also found that students with high self-efficacy would use more self-regulated learning strategies than students with moderate self-efficacy. Furthermore, we found a significant interaction between scaffolding and learning motivation regarding their influence on their learning performance. The introduction of scaffolding did not have a significant effect on the learning performance of students with high self-efficacy; however, scaffolding had pronounced benefits for students with lower self-efficacy. According to the findings, we proposed some suggestions for programming instruction, and some directions for future studies.
