本研究旨在發展具有理論基礎與信效度的「合作學習實施動機量表」（Cooperative Learning Implementation Motivation Scale, CLIM scale）。發展過程乃根據期 望價值理論，彙整合作學習教學實施與挑戰的相關文獻、量表與專家意見編擬成初 稿，以國中教師為施測對象，預試回收 206 份有效量表，經項目分析與探索性因素 分析之後成為正式量表，共包含價值認同、成功預期、失敗預期、教學負擔與溝通 負擔等五個因素共計 18 題，可解釋變異達 62.29%，Cronbach’s 信度係數介於 .76 至 .92 之間。以 510 份有效量表進行驗證性因素分析，顯示本量表的因素結構適配 度，組合信度係度介於 .74 至 .90 之間，平均變異抽取量介於 .49 至 .69 之間，且各 構面區別效度良好。再以 640 份有效量表進行複核效度分析，顯示本量表具有跨樣 本的有效性與穩定性。最後，以相依樣本 t 考驗比較教師參與研習前後的動機差 異，顯示本量表可以適切評估研習的介入效果，具有應用可靠性。

The study aimed to develop and validate the Cooperative Learning Implementation Motivation Scale for middle school teachers. Based on expectancy-value theory, literature review of cooperative learning and available scales, and expert opinions, this study developed an initial bank of items. After the initial set of items was administered, 206 samples responded to the scale completely, this study conducted item analysis and exploratory factor analysis to build a formal scale. The scale consisted of 5 factors, labeled “valence”, “expecting success”, “expecting failure”, “communicating loading” and “teaching loading”. The explained variation was 72.03%. The Cronbach’s coefficient for the five subscales ranged from .76 to .92. The results of 510 samples’ confirmatory factor analysis showed that the factor structure fit, composite reliability, average variance extracted of this scale, and discriminant validity all reached a good level. Besides, added 640 samples for the cross-validation analysis showed that the scale had crosssample validity and stability. Finally, a paired sample t-test was used to compare teachers’ motivation differences before and after participating in a cooperative learning workshop. The results support that the scale could be reliably applied to assess the intervention effect of the workshop.

合作學習; 教師動機; 教學革新

cooperative learning; instructional innovation; teacher motivation