Chang Jen-Chia, Wu Yu-Tai, Ye Jhen-Ni
Graduate Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei City, Taiwan.
Office of Physical Education, Soochow University, Taipei City, Taiwan.
Front Psychol. 2022 Jun 10;13:915770. doi: 10.3389/fpsyg.2022.915770. eCollection 2022.
Graduate students' failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students' learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students' achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence.
研究生无法毕业备受关注，其中因论文问题导致无法毕业是最具影响力的因素。然而，影响论文写作的因素众多，而针对这些通过情感和认知影响研究生学习的因素的研究仍较为少见。回顾以往研究发现，导致研究生中途退学的主要因素是未完成论文，其次包括成就动机不足、缺乏学习策略以及自信心低等因素。研究生的毕业率一直受到学术界的重视；因此，本研究调查了研究生的成就动机、主动学习与写作研究中的学术自信之间的相关性。该研究邀请了台湾北部两所科技大学的毕业生填写问卷。在本研究中，从173名受访者收集了用于验证分析的有效数据,结果表明，成就动机对主动学习（高阶学习、整合学习、反思性学习）有积极影响，而主动学习（高阶学习、整合学习、反思性学习）对学术自信有积极影响。从上述研究结果可以看出，为帮助科技大学的研究生有效完成学业，学生应培养良好的动机，采用主动学习策略来增强他们的学术自信心。
