知覺教師回饋、個人成就目標、學業自我效能與無聊之關係：中介效果與條件間接化效果分析

本研究依據探討學業情緒的控制－價值理論，說明情境（知覺教師回饋）與個人因素（個人成就目標、學業自我效能）如何共同對無聊產生影響。據此，本研究目的為：（1）建構「知覺教師回饋、個人成就目標與無聊之中介模式」，以瞭解個體知覺教師給予的回饋如何形塑其持有的成就目標、進而影響無聊。（2）考驗學業自我效能在上述中介模式上的調節效果。為完成上述目的，本研究以1105位七年級學生進行施測，並以數學科為主，蒐集資料以結構方程模式（structural equational modeling, SEM）進行中介效果與條件化間接效果分析。研究結果發現：（1）「自我參照回饋→趨向精熟目標→無聊」與「常模參照回饋→逃避表現目標→無聊」兩個中介模式受到觀察資料支持，可解釋當學生知覺不同教師回饋類型時，會形塑不同個人成就目標以對無聊產生間接效果。（2）學業自我效能會調節「自我參照回饋→趨向精熟目標→無聊」之負向間接效果：當學生持有的學業自我效能程度逐漸提升時，自我參照回饋透過趨向精熟目標對無聊的抑制效果會隨之增強。本研究依據研究結果提出建議，以作為國中教學輔導與未來研究之參考。

關鍵字

知覺教師回饋；個人成就目標；條件間接化效果；無聊；學業自我效能

並列摘要

The study, grounded on the control-value theory of academic emotion, examined how the contextual factors (i.e., the perceived teacher feedbacks) and personal (i.e., the personal achievement goals and academic self-efficacy) factor have impact on boredom. Accordingly, the objectives of the present study are twofold: firstly, to construct four mediation models for investigating the relationship among the perceived teacher feedbacks, personal achievement goals, and boredom (i.e., ＂the perceived self-reference feedbacks → mastery-approach goal → boredom＂, ＂the perceived self-reference feedbacks → mastery-avoidance goal → boredom＂, ＂the perceived normative-reference feedbacks → performance-approach goal → boredom＂, and ＂the perceived normative-reference feedbacks → performance-avoidance goal → boredom＂); secondly, to test whether the above mediation relations can be moderated by the academic self-efficacy. Methodologically, a math survey was conducted with 1105 participants of 7th grade students in Taiwan, and the researcher analyzed the collected data using the technique of structural equation modeling (SEM) to test both the mediation effect and conditional indirect effect. The results showed that the two mediation models of ＂the perceived self-reference feedback → mastery-approach goal → boredom＂ and ＂the perceived normative-reference feedback → performance-avoidance goal → boredom＂ were supported by the observed data, which adequately captures the relationship among the perceived teacher feedbacks, personal achievement goals, and boredom. Specifically, mastery-approach goal fully mediates the prediction of the perceived self-reference feedback on boredom, and performance-avoidance goal fully mediates the prediction of the perceived normative-reference feedback on boredom. Also, it was found that the academic self-efficacy well moderates the negative indirect effect of ＂the perceived self-reference feedback → mastery-approach goal → boredom.＂ In other words, when the level of individual’s academic self-efficacy is gradually increasing, the inhibition effect that the perceived self-reference feedbacks with individuals' adoption of mastery-approach goals pose on boredom increases. Based on the findings, relevant recommendations were proposed for further research, teaching practices, and junior high school counseling.

並列關鍵字

Academic self-efficacy ； Boredom ； Conditional indirect effect ； Personal achievement goals ； Perceived teacher feedbacks

參考文獻

彭淑玲（2017）：未來取向之自我調整學習模式暨檢驗課室目標結構的調節效果。教育心理學報，48（3），371-397。[Peng, S. L. (2017). Test of a model of future-oriented self-regulated learning and an examination of the moderating effect of classroom goal structures in the model. Bulletin of Educational Psychology, 48(3), 371-397. DOI: 10.6251/BEP.20160304]

Boehme, K. L., Goetz, T., & Preckel, F. (2017). Is it good to value math? Investigating mother’s impact on their children’s test anxiety based on control-value theory. Contemporary Educational Psychology, 51, 11-21. DOI: org/10.1016/j.cedpsych.2017.05.002

Braten, I., Samuelstuen, M. S., & Strømsø, H. I. (2004). Do students’ self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? Educational Psychology, 24(2), 231-247. DOI: org/10.1080/0144341032000160164

Butler, R. (2006). Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Journal of Educational Psychology, 76, 595-611. DOI: org/10.1348/000709905X52319

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural equation modeling, 14(3), 464-504. DOI: org/10.1080/10705510701301834

被引用紀錄

徐名敬（2022）。國軍軍官階級晉升停滯與生活滿意之關聯探討：以工作滿意為中介變項。管理資訊計算，11(2)，236-245。https://doi.org/10.6285/MIC.202209_11(2).0018

賴英娟、巫博瀚（2022）。國中生所知覺到的教師自主支持、自我效能、任務價值對學習投入之影響。教育心理學報，53(3)，543-564。https://doi.org/10.6251/BEP.202203_53(3).0002

彭淑玲（2021）。不同回饋操弄對臺灣國中生期望－價值信念與學習表現之影響。教育心理學報，53(2)，383-405。https://doi.org/10.6251/BEP.202112_53(2).0006

彭淑玲、黃博聖、陳學志（2019）。學習情境中的個人成就目標與作弊接受度之關係：以學業自我效能為調節變項。教育科學研究期刊，64(4)，87-113。https://doi.org/10.6209/JORIES.201912_64(4).0004

王淑卿、葉宗一、王國華（2020）。合作問題解決自我效能量表發展與科學學習成就關係之探討。科學教育學刊，28(4)，353-377。https://doi.org/10.6173/CJSE.202012_28(4).0003

延伸閱讀

黃義良、王怡又（2016）。學校內部行銷、教師滿意度與學校效能關聯之探討：後設分析結合結構方程式模型之驗證。彰化師大教育學報，(28&29)，25-52。https://www.airitilibrary.com/Article/Detail?DocID=18198309-201606-201708020020-201708020020-25-52
Peng, J. C., Lee, Y. L., & Tseng, M. M. (2014). 個人－組織適配與離職意圖－敬業貢獻的中介效果與需求－能力適配的干擾效果. The Journal of Nursing Research, 22(1), 1-11. https://doi.org/10.1097/jnr.0000000000000019
黃寧瑤（2022）。體驗教育引導員生涯召喚、專業承諾、工作滿意度與恆毅力之關聯性研究〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/NTNU202200794
Li, W., Liu, C., Fang, Y., Zhang, L., & Dai, Y. (2022). Effect of Classroom Experience on Normal Students' Professional Identity: Mediating Roles of Professional Self-Efficacy and Learning Motivation. In Dhurakij Pundit University (Ed.), DPU international conference on business innovation and social sciences 2022 (pp. 234-244). Dhurakij Pundit University. https://doi.org/10.29754/caicictbs.202205.0023
林淑莉（2006）。Thematic Activities, Social Stories, and Videotape Feedback: Effects on Social Interaction Behaviors of Students with Moderate/Severe Mental Retardation。特殊教育學報，(23)，55-83。https://doi.org/10.6768/JSE.200606.0055

國際替代計量

知覺教師回饋、個人成就目標、學業自我效能與無聊之關係：中介效果與條件間接化效果分析

全文下載

主題瀏覽