[[alternative]]A Study of the Relationship on Students' Skill Learning Achievement among Metacognition, Emotion Trait and Achievement Motivation in Automobile Department of Vocational Senior High School

碩士工業教育與技術學系[[abstract]]本研究之目的在探討後設認知、情緒特質、成就動機與高職汽車科學生專業技能學習成就之關係，本研究採問卷調查法，包含了「後設認知」、「情緒特質」、「成就動機」三份問卷，並以學生實習課學習成績為依據進行統計分析。 本研究母群為台灣地區（含離島與外島地區）高職、高中附設職業類科學校汽車科（含建教班與實用技能班）學校之三年級學生。樣本採分層隨機與群集抽樣方式選取所抽取樣本學校之汽車科三年級一個班級全體學生為調查對象，共寄出問卷1,434份，回收1,196份，回收率為83.40%，有效問卷為1,042份，實際有效問卷為72.66%。 本研究採用獨立樣本t檢定、Pearson積差相關、獨立樣本變異數分析等統計方法考驗研究假設。茲將本研究所獲得的結論敘述如下： 一、已取得丙級技術士證學生的技能學習成就優於未取得者、選擇升學學生的技能學習成就優於選擇就業者與未決定者。 二、中、低家庭年所得學生的技能學習成就優於高家庭年所得者。 三、師生關係知覺良好學生的技能學習成就優於普通與不佳者，技能教學知覺良好與普通學生的技能學習成就優於不佳者。 四、高、中後設認知學生的技能學習成就優於低後設認知者；不同負向情緒特質學生間的技能學習成就沒有差異；高、中成就動機學生的技能學習成就優於低成就動機者。 五、學生之後設認知與負向情緒特質呈負相關、後設認知與成就動機呈正相關、後設認知與成就動機均與學生技能學習成就呈正相關。 六、學生之後設認知與情緒特質對技能學習成就有交互作用。在中、低負向情緒特質學生中，高後設認知者的技能學習成就均優於低後設認知者。 七、學生之情緒特質與成就動機對技能學習成就有交互作用，在中、低負向情緒特質學生中，高成就動機者之技能學習成就優於低成就動機者；在高成就動機學生中，中、低負向情緒特質者之技能學習成就優於高負向情緒特質者。[[abstract]]The purpose of this study was to investigate the relationship of the students’ skill learning achievement among metacognition, emotion trait and achievement motivation in automobile department of vocational senior high school. The study was investigated by three questionnaires ： “metacognition”, “emotion trait”, and “achievement motivation”. In addition, the study took students’ skill learning achievement in school to perform statistic analysis. The population of the study were whole third-grade students in automobile department that contained cooperate education class and practice skill class in vocational senior high school and vocational department of senior high school in Taiwan, including the areas near and outside the island. Samples of the study were one of the third-grade classes in automobile department of selected schools by stratified random sampling and cluster sampling methods. 1,434 questionnaires were mailed, and 1,196 of them were returned so that return ratio was 83.40%. And 1,042 of the returned ones were real validity so that real validity returned ratio was 72.66%. The research hypotheses were tested by independent-sample t-test, Pearson product-moment correlation and independent-sample ANOVA. The results of the study were summarized as follow： 1. Students who had owned a C-level skill identification card were superior to those who hadn’t owned on skill learning achievement. Students who selected to continue educated were superior to those selected to work and undecided on skill learning achievement. 2. Students from both middle-income and low-income family students were superior to those from high-income family on skill learning achievement. 3. Students who cognized the student-teacher relationship well s were superior to those who cognized the student-teacher relationship generally and badly on skill learning achievement. 4. Students who had middle and high metacognition were superior to those who had low metacognition on skill learning achievement. There was no difference in different negative emotion trait students on skill learning achievement. Students who had middle and high achievement motivation were superior to those who had low achievement motivation on skill learning achievement. 5. There was a negative correlation between students’ metacognition and negative emotion trait. There was a positive correlation between students’ metacognition and achievement motivation. There was a positive correlation between students’ metacognition and skill learning achievement. There was also a positive correlation between students’ achievement motivation and skill learning achievement. 6. There was interaction between students’ metacognition and emotion trait on skill learning achievement. In the middle and low negative emotion trait students, high metacognition ones were superior to low metacognition ones on skill learning achievement. 7. There was interaction between students’ emotion trait and achievement motivation on skill learning achievement. In the middle and low negative emotion trait students, high achievement motivation ones were superior to low achievement motivation ones on skill learning achievement. In high achievement motivation students, both middle and low negative emotion trait ones were superior to high negative emotion trait ones on skill learning achievement