|Abstract: ||本論文旨在探討國小高年級學童正向成功經驗與學習挫折經驗對學業挫折容忍力之影響及可能的中介因子。本論文共進行三個研究，以問卷調查法進行。 |
The purpose of this thesis is to explore the influence of positive and negative learning experiences, achievement motivations and role obligation on academic frustration tolerance.Three studies using questionnaire as research instrument were conducted in this thesis.
Study 1 explored the learning frustration experiences of 250 higher grade students in elementary school, and the extent of frustration factor that causes frustration in learning. The result showed that the mean of learning frustrations of higher grade students in elementary school is from 1.8 to 2.6, about low to medium level. The primary learning frustration experiences involve with "interpersonal relationship difficulty"," social anxiety", "low effectiveness", "achievement frustration", and "performance anxiety" and there is no significant difference in gender and grade. In Study 2, it adopted 246 subjects to explore their positive successful experiences, and the influence of such experiences on their confidence. The result showed that the mean of positive successful experiences is from 1.8 to 3.5, around medium to high level. The primary positive successful experiences include "interpersonal care"," social approval", "self improvement", "happiness from helping others", and "competitive achievement". Study 2 found that girls have higher scores in competitive achievement than boys do. Also, the higher the grade, the higher score in human relationship care in positive successful experiences.
Study 3 aimed at 279 pupils to discuss the influence of positive successful experiences and learning frustration experiences on academic frustration tolerance and the possible intervening variables. The result showed: First, positive successful experiences have remarkably positive prediction ability of academic frustration tolerance, while learning frustration experiences have remarkably negative prediction ability of academic frustration tolerance. To make it clear, “happiness from helping others” in positive successful experience dimension has the strongest positive predictive ability, while “low effectiveness” in frustration experiences has the most remarkably negative influence on tolerance for study frustration. Secondly, social oriented achievement motivation and individual oriented achievement motivation can remarkably predict academic frustration tolerance. On the contrary, role obligation does not have remarkable effect. Thirdly, in respect of mediation effect, individual oriented achievement motivation can completely mediate the influence of positive successful experiences on academic frustration tolerance, while social oriented achievement motivation partly mediates the influence of positive successful experiences on academic frustration tolerance. Implications for education were discussed and suggestions for future study were also proposed.