南華大學機構典藏系統:Item 987654321/25971
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    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://nhuir.nhu.edu.tw/handle/987654321/25971


    题名: 國小高年級學童知覺到的環境因素、學業情緒、 學習投入及學業成就之關係
    其它题名: The Relationships of Perceived Environmental Factors, Academic Emotions, Learning Engagement, and Academic Achievement of Elementary School High Grade Students
    作者: 陳妍榛
    CHEN, YEN-CHEN
    貢獻者: 應用社會學系教育社會學碩士班
    賴英娟;張楓明
    LAI, YING-CHUAN;CHANG, FENG-MING
    关键词: 教師自主支持;教師心理控制;學業情緒;學習投入;學業成就
    teachers' autonomy support;teacher's psychological control;academic emotions;learning engagement;academic achievement
    日期: 2017
    上传时间: 2017-12-11 15:11:12 (UTC+8)
    摘要: 　　本研究以學業情緒之認知─動機模式與學習投入理論為基礎，探討國小高年級學童所知覺到教師自主支持與教師心理控制、學業情緒、學習投入及學業成就之關係，並針對所建構之模式進行適配度考驗。本研究以分層叢集抽樣方式，抽取臺灣地區北、中、南、東四個區域之國小高年級學童共697人，作為本研究之研究樣本。研究工具包含教師自主支持量表、教師心理控制量表、學業情緒量表及學習投入量表。本研究所蒐集的觀察資料以結構方程模式（SEM）進行統計分析。本研究發現如下：一、教師自主支持對國小高年級學童的正向學業情緒、負向學業情緒與學業成就均具有直接的影響效果，也能透過正向學業情緒、負向學業情緒間接地影響學生的學習投入與學業成就。二、教師心理控制對國小高年級學童的負向學業情緒與學業成就有直接效果外，但其對正向學業情緒並無直接影響效果，而且也不會透過正向學業情緒與負向學業情緒間接地影響學生的學習投入與學業成就。三、正向學業情緒對學習投入具有正向的影響；負向學業情緒對學習投入則具有負向的影響。四、學習投入對學業成就具有直接影響效果。　　本研究根據研究結果進行討論，並提出教學實務及未來研究的建議。
    　　Based on the cognitive-motivational model, this study investigates the effects of the perceived teachers' autonomy support, teacher's psychological control, academic emotion, and learning engagement on elementary school students' academic achievement. Besides, we examine the goodness of fit between the proposed theoretical model and the observed data. The cluster sampling wasused in the study, and the participants were 697 high grade students of elementary schools in Taiwan. The instruments used in the study include the Teachers' Autonomy Support Scale, Teachers' Psychological Control Scale, Academic Emotions Scale and Learning Engagement Scale. We adopt Structural Equation Modeling (SEM)to analyze the data. Results of this study are summarized as follows: (1) Teachers' autonomy support had direct effects on academic emotions and academic achievement, and indirectly influences academic achievement through learning engagement. (2) Teacher's psychological control had direct effects on negative academic emotions and academic achievement, but not on positive academic emotions. (3) Positive academic emotion had positively effects on learning engagement, and negative academic emotions had negatively effects on learning engagement. (4) Learning engagement had direct effects on academic achievement.　　Implications for educational practices and future research were discussed.
    显示于类别:[應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班

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