教師支持與中學生學習投入關係:學業情緒的中介暨情緒調節的調節效果

The relationship between teacher support and learning engagement for junior high school students: academic emotions as a mediator and emotion regulation as a moderator

程煒婷(Cheng Wei-Ting)

指導教授 ： 陳慧娟

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2017年)

https://doi.org/10.6345/NTNU202201882

摘要

本研究旨在探討中學生知覺教師支持、學習投入、學業情緒與情緒調節的相關情況，並以學生在數學科的學習情形為主要研究範圍。
本研究以臺灣地區的國中生為主要研究對象，有效樣本共計830人，其中男生405人，女生425人，以問卷調查方式進行資料蒐集，研究工具包括「學習投入量表」、「教師支持量表」、「學業情緒量表」及「情緒調節量表」，資料以描述性統計、t考驗、變異數分析、多變量變異數分析、皮爾森積差相關及迴歸進行統計考驗。
主要研究結果顯示：（1）學生有中等程度的投入，但在主體投入程度較不足；主體不熱衷也偏高。而學生普遍能知覺到高程度的教師支持，在學習上擁有正向的情緒體驗以及中等程度的情緒調節，但愉悅感受稍嫌較低，焦慮與無聊的情緒感受亦偏高。（2）不同年級在投入量表有顯著差異。（3）教師支持、投入與正向情緒三者之間，兩兩皆有顯著正相關，教師支持與學習不熱衷、負向情緒之間的關係為負相關，學習不熱衷與負向情緒則有顯著正相關。（4）正、負向情緒對教師支持與投入，以及教師支持與 不熱衷之關係都具有中介效果。（5）情緒調節對教師支持與投入的關係具有調節效果。本研究針對研究結果提出結論與建議，以供教育人員與未來相關研究參考。

關鍵字

教師支持 ； 學習投入 ； 學業情緒 ； 情緒調節

並列摘要

The purpose of this study was to explore the relationship between the teacher support, learning engagement, academic emotions and emotion regulation in mathematics learning. Participants were 830 junior high school students in Taiwan, including 405 boys and 425 girls. Data were collected by the “engagement-disaffection scale”, “teacher support scale”, “academic emotions scale”and “emotion regulation scale” , then analyzed through the descriptive statistics, t-test, ANOVA, MANOVA, Pearson product-moment correlation analysis and multiple regression analysis.
The findings were as follows:
1. Students had moderate scores in engagement, but lower scores on agentic engagement , and higher scores on agentic disaffection . Teacher support, positive academic emotions and emotion regulation were generally good and positive, except that enjoyment was insufficient, both anxiety and boredom were higher.
2. Engagement of junior high school students varied significantly in the grade.
3. Teacher support, engagement and positive academic emotions positively correlated with each other. Teacher support was negatively associated with both disaffection and negative emotions. Disaffection positively correlated with negative emotions.
4. Both positive and negative emotions significantly mediated the relationship between teacher support and engagement. Also, the relationship between teacher support and disaffection was mediated by positive and negative emotions.
5. Emotion regulation as a moderator of the association between techer support and engagement.
Results of the study were discussed for educational practice and future research.

並列關鍵字

Academic emotions ； Emotion regulation ； Learning engagement ； Teacher support

參考文獻

毛國楠、劉政宏、彭淑玲、李維光、陳慧娟（2008）。能力信念、學業自我價值後效與學業成就對國小學生學習動機與學習情緒之影響。教育心理學報，39（4），569-588。

中文部分

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王智弘（2006）。尋找美麗心世界：談公務人員的情緒管理與壓力調適。研習論壇月刊，69，13-19。

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