國中生所知覺到的教師自主支持、自我效能及自主動機對學業情緒之影響

The Effects of Perceived Teachers' Autonomy Support, Self-Efficacy, and Autonomous Motivation on Academic Emotions of Junior High School Students

賴英娟(Ying-Chuan Lai) ； 巫博瀚(Po-Han Wu)

《課程與教學》 21卷2期 (2018/04) Pp. 85-110

https://doi.org/10.6384/CIQ.201804_21(2).0004

摘要

本研究以學業情緒的控制－價值理論為基礎，旨在探討學生所知覺到的教師自主支持、自我效能及自主動機對學業情緒之影響。本研究抽取臺灣地區560名八年級學生為研究樣本，進行結構方程模式分析。結果顯示：（1）學生所知覺到的教師自主支持除了對自我效能、自主動機及學業情緒具有直接影響效果外，亦能透過上述變項對正、負學業情緒產生間接的影響；（2）自我效能與自主動機對學業情緒具有直接影響；（3）本研究所建構之理論模式與蒐集之觀察資料相適配。最後，本研究依據研究結果提出建議，以供教學實務與未來研究之參考。

關鍵字

自主動機 ； 自我效能 ； 教師自主支持 ； 學業情緒

並列摘要

Based on the control-value theory of achievement emotions, this study explored the effects of teachers' autonomy support, self-efficacy, and autonomous motivation on the relationships associated with students' academic emotions. Participants were 560 eighth grade students in Taiwan and then the data collected were analyzed by Structural Equation Modeling (SEM). The results of this study were summarized as follows: (a) teachers' autonomy support has direct effects on self-efficacy, and autonomous motivation, and academic emotions, as well as indirect effects on academic emotions through the two variables; (b) self-efficacy and autonomous motivation have direct effects on academic emotions; and (c) there is adequate fit between the observed data and the theoretical model. Based on the results, this study provided several implications and suggestions for educational practice and future research.

並列關鍵字

academic emotion ； autonomous motivation ； self-efficacy ； teachers' autonomy support

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