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題名：技術型高中學生知覺教師態度和期望、能力信念、 實用價值與學習成就之相關研究：以家政群為例
作者：謝寶琳
作者(外文)：HSIEH, PAO-LIN
校院名稱：國立雲林科技大學
系所名稱：技術及職業教育研究所
指導教授：廖年淼
學位類別：博士
出版日期：2021
主題關鍵詞：技術型高中；家政群；學生知覺教師態度和期望；能力信念；實用價值；學習成就；skill-based senior high school；home economics group；students’ perceptions of teachers’ attitudes and expectations；ability beliefs；utility value；learning achievements
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本研究以期望價值理論為依據，提出技高家政群學生知覺教師態度和期望、能力信念、實用價值與學習成就之關係模式，探討就讀於公私立技術型高中家政群的不同性別學生對於知覺教師態度與期望、能力信念、實用價值與學習成就之差異情況如何，以及影響學習成就的相關因素。
本研究運用「臺灣後期中等教育長期追蹤資料庫」106學年度高二學生調查的資料，研究樣本為釋出資料學群別中標記家政群者，共733名學生，資料以描述性統計、獨立樣本t檢定、結構方程模式及Sobel檢定進行分析與檢驗之。
研究結果發現如下：
一、公立技高家政群學生於知覺教師態度和期望感受程度高於私立學校家政群學生。
二、技高家政群女學生於知覺教師態度和期望之感受程度與學習成就之表現高於同群男同學。
三、公立技高家政群男女學生於知覺教師態度和期望、能力信念、實用價值與學習成就等4個構面
之差異皆不顯著。
四、私立技高家政群女學生所知覺教師態度和期望感受程度高於私立男同學。
五、技高家政群學生知覺教師態度和期望、能力信念、實用價值與學習成就之關係模式可適用於臺
灣技高家政群學生的實徵資料。
六、學生知覺教師態度和期望對能力信念、實用價值具有正向影響。
七、能力信念對實用價值、學習成就具有正向影響。
八、能力信念於學生知覺教師態度和期望與學習成就之關係間具有中介效果。
最後依據研究結果，提出實務應用與未來進一步研究的建議。
關鍵字：技術型高中、家政群、學生知覺教師態度和期望、能力信念、實用價值、學習成就
This study was based on the expectancy-value theory (EVT) to propose a model of the relationships among skill-based senior high school home economics group students’ perceptions of teachers’ attitudes and expectations, ability beliefs, and utility value on their learning achievements and explore the differences between public and private schools as well as genders in students’ perceptions of teachers’ attitudes and expectations, ability beliefs, utility value and learning achievements, and the related factors influencing learning achievements.
This study used the “Taiwan Upper Secondary Education Database (TUSED) of High School Students Survey” in Academic Year 106 and A total of 733 students from the home economics group were selected for this study. The data were analyzed and verified by descriptive statistics, independent sample t-test, structural equation model, and Sobel test.
The results were as follows::
1.Public skill-based senior high school students' perception of teachers' attitudes and expectations were higher than those of private school students.
2.Female students’ perceptions of teachers’ attitudes and expectations were higher as well as in their learning achievements than those of same group of male students from home economics group of both public and private skill-based senior high schools.
3.There was no significant difference between male and female students in the home economics group of public skill-based senior high school in the four dimensions of students’ perceptions of teachers’ attitudes and expectations, ability beliefs, utility value, and learning achievements.
4.Female students’ perceptions of teachers’ attitudes and expectations were higher than those of male students in the home economics group of private skill-based senior high school.
5.The model of the relationships among skill-based senior high school home economics group students’ perceptions of teachers’ attitudes and expectations, ability beliefs, and utility value on their learning achievements could be applied to the empirical data of students in the home economics group in Taiwan.
6.Students’ perceptions of teachers’ attitudes and expectations had a positive impact on ability beliefs and utility value.
7.Ability beliefs had a positive impact on utility value and learning achievements.
8.Ability beliefs mediated the relationship between students’ perceptions of teachers’ attitudes and expectations and their learning achievements.
Finally, based on the research results, practical applications and further research suggestions were proposed.
Keywords: skill-based senior high school, home economics group, students’ perceptions of teachers’ attitudes and expectations, ability beliefs, utility value, learning achievements
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