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題名:高中生科學學業情緒在科學自我效能與科學學業表現之間的中介效果
作者:江文瑋
作者(外文):Wen-Wei Chiang
校院名稱:國立高雄師範大學
系所名稱:科學教育暨環境教育研究所
指導教授:劉嘉茹 博士
學位類別:博士
出版日期:2015
主題關鍵詞:學業情緒成就情緒表現自我效能Academic emotionsAchievementEmotionsPerformanceSelf-efficacy
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本研究著眼於台灣高中學生之科學學業情緒、科學自我效能與科學學習表現間的關係。先前的研究發現,高中生所經歷之壓力程度較其他教育程度的大學院校學生明顯,也指出科學學業情緒與科學自我效能影響了科學學習之表現,據此,本研究之問題特別著重在以下幾點:(1)影響科學學業情緒、科學自我效能與科學學業表現的主要人口變項為何?(2)科學學業情緒、科學自我效能與學習表現之相互影響為何?
據此,本研究針對南台灣公立學校男女學生之問卷調查,著重在瞭解自我效能的程度、種類和強度,對不同學習情境下學生的科學學業情緒進行調查,場域包含有:在學校上科學課、科學實驗的參與、對於科學之自我學習、科學展覽和準備科學考試。最終進行之問卷調查取得了418份有效問卷,獲得的數據以次數分配、敘述統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關係數分析和結構方程模式進行分析。
本研究結果指出,在科學教育上,科學學業情緒對學生的科學自我效能影響顯著,而科學自我效能對學生的科學學習表現也有所影響;該結果更顯示了科學學業情緒藉由科學自我效能的作用,間接影響了科學學習表現,三者的關係為非線性關係,本研究提供了科教專家和教師在進行科學教學時,如何能同時兼顧科學學業情緒和科學自我效能的影響之參考。
This study considered the relationships among academic emotions, science self-efficacy and academic performance in science education among Taiwanese high school students. It has been found that high school students experience significantly higher levels of stress than students at academic institutions of other levels. Previous research indicates that academic emotions and science self-efficacy influence performance in science. Specifically the following research questions were addressed: (1) What are the primary demographic variables that can significantly affect academic emotions, science self-efficacy and academic performance toward science? (2) What is the interplay between academic emotions, science self efficacy and academic performance toward science?
This study fills that gap by conducting a survey of boys’ and girls’ public high schools in southern part of Taiwan. We considered level, type and strength of self-efficacy and investigated students’ academic emotions in a variety of settings, including the following: attending science class, taking part in science experiment class, learning science on one’s own, science excursions and preparing for and taking science tests. The final questionnaire was then distributed and 418 valid questionnaires were recovered. The obtained data was analyzed using frequency distribution, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation analysis and structural equation modeling.
The results indicate that academic emotions significantly impact students’ science self-efficacy and that science self-efficacy significantly impacts academic performance in science education. It was further shown that academic emotions influence academic performance indirectly through the effects of science self-efficacy. It is concluded that the relationship between the titled factors are non-linear. Suggestions are made as to how science educators and teachers could incorporate an awareness of the effects of academic emotions and science self-efficacy into science education.
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