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題名：性別、自我效能及所知覺的學習環境對學習情緒之影響：線性混合模式在叢集資料之應用
書刊名：教育與心理研究
作者：巫博瀚 引用關係／陸偉明 引用關係／賴英娟
作者(外文)：Wu, Po-han／Luh, Wei-ming／Lai, Ying-chuan
出版日期：2011
卷期：34:1
頁次：頁29-54
主題關鍵詞：學習情緒；正向心理學；聚合脈絡變數；多層次模型；促進國際閱讀素養研究；Achievement/academic emotion；Positive psychology；Aggregate context variables；Multilevel models；PIRLS
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(11) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:55
  • 點閱點閱:87
本研究採用線性混合模型探討個人層次與班級層次因素對學習情緒之影響。研究資料係取自Progress in Reading Literacy Study（PIRLS）所釋出之階層巢套資料，臺灣參與者計有4,589名（女生2,187名、男生2,402名），來自150個不同班級的國小四年級學生。本研究以線性混合模型進行多層次分析，結果顯示，個人層次因素（性別、自我效能）能有效解釋學習情緒的多數變異，班級層次因素（正向組織、班級平均閱讀理解能力）亦能有效預測學習情緒的變異。基於本研究結果，建議未來在提升學生學習情緒時，應重視並考量學習環境因素。最後，依據研究結果進行討論，並提出學習輔導與未來研究之相關建議。
The present study is to investigate the relationships between individual- and class - level factors on academic emotions. Hierarchically nested data are from 4,589 fourth grade elementary school students (2,187 girls, 2,402 boys) from 150 classes in Taiwan participating in the Progress in Reading Literacy Study (PIRLS). The results of multilevel analyses in linear mixed models reveal that individual-level factors (sex and self-efficacy) account for most of the variance of academic emotions, and class-level factors (positive institute and class mean on reading) are also significant predictors of academic emotion. The present study confirms Control-value theory of achievement emotion. We also discuss some implications for educational practices and future research.
期刊論文
1.Pekrun, R.、Goetz, T.、Perry, R. P.、Kramer, K.、Hochstadt, M.、Molfenter, S.(2004)。Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ)。Anxiety, Stress, and Coping，17(3)，287-316。  new window
2.Singer, J. D.(1998)。Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models。Journal of Educational and Behavioral Statistics，23(4)，323-355。  new window
3.Myers, D. G.(2000)。The funds, friends, and faith of happy people。American Psychologist，55(1)，56-67。  new window
4.Forgas, J. P.(2008)。Affect and Cognition。Perspectives on psychological science : a journal of the Association for Psychological Science，3(2)，94-101。  new window
5.Pekrun, Reinhard(2005)。Progress and open problems in educational emotion research。Learning and Instruction，15(5)，497-506。  new window
6.Frenzel, Anne C.、Pekrun, Reinhard、Goetz, Thomas(2007)。Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms。Learning and Instruction，17(5)，478-493。  new window
7.Frenzel, Anne C.、Pekrun, Reinhard、Goetz, Thomas(2007)。Girls and mathematics: A "hopeless" issue? A control-value approach to gender differences in emotions towards mathematics。European Journal of Psychology of Education，22(4)，497-514。  new window
8.Frenzel, Anne C.、Thrash, Todd M.、Pekrun, Reinhard、Goetz, Thomas(2007)。Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire-mathematics。Journal of Cross-Cultural Psychology，38(3)，302-309。  new window
9.Enders, C. K.、Tofighi, D.(20070600)。Centering predictor variables in cross-sectional multilevel models: a new look at an old issue。Psychological Methods，12(2)，121-138。  new window
10.Bandura, Albert(2001)。Social cognitive theory: An agentic perspective。Annual Review of Psychology，52(1)，1-26。  new window
11.巫博瀚、陸偉明、董旭英(20090900)。以結構方程模式檢驗臺灣大學生之自我概念、前瞻因應及憂鬱情緒對自我統整之影響。教育與心理研究，32(3)，55-78。new window  延伸查詢new window
12.Seligman, Martin E. P.、Csikszentmihalyi, Mihaly(2000)。Positive psychology: An introduction。American Psychologist，55(1)，5-14。  new window
13.Pekrun, Reinhard(2006)。The Control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice。Educational Psychology Review，18(4)，315-341。  new window
14.Pekrun, Reinhard、Elliot, Andrew J.、Maier, Markus A.(2009)。Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance。Journal of Educational Psychology，101(1)，115-135。  new window
15.Goetz, T.、Frenzel, A. C.、Hall, N. C.、Pekrun, R.(2008)。Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment。Contemporary Educational Psychology，33(1)，9-33。  new window
16.Goetz, T.、Pekrun, R.、Hall, N.、Haag, L.(2006)。Academic emotions from a social-cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction。British Journal of Educational Psychology，76(2)，289-308。  new window
17.巫博瀚、陸偉明(20101200)。延宕交叉相關與二階層線性成長模式在臺灣青少年自尊的發現。測驗學刊，57(4)，541-565。new window  延伸查詢new window
18.Bandura, Albert(2000)。Exercise of human agency through collective efficacy。Current Directions in Psychological Science，9(3)，75-78。  new window
19.Daniels, L. M.、Haynes, T. L.、Stupnisky, R. H.、Perry, R. P.、Newall, N. E.、Pekrun, R.(2008)。Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes。Contemporary Educational Psychology，33(4)，584-608。  new window
20.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
21.Diener, Edward(2000)。Subjective well-being: The science of happiness and a proposal for a national index。American Psychologist，55(1)，34-43。  new window
22.Hofmann, David A.、Gavin, Mark B.(1998)。Centering Decisions in Hierarchical Linear Models: Implications for Research in Organizations。Journal of Management，24(5)，623-641。  new window
23.施淑慎、曾瓊慧、蔡雅如(20070600)。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊，54(1)，31-57。new window  延伸查詢new window
24.Bong, M.(2008)。Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating。Journal of Experimental Education，76(2)，191-217。  new window
25.Goetz, T.、Frenzel. A.、Pekrun, R.、Hall, N.(2006)。The domain specificity of academic emotional experiences。Journal of Experimental Education，75，5-29。  new window
26.Morse, G.(2006)。Decisions and desire。Harvard Business Review，84，42-51。  new window
27.Patrick, H.、Ryan, A. M.(2008)。What do students think about when evaluating their classroom's mastery goal structure? An examination of young adolescents' explanations。The Journal of Experimental Education，77，99-123。  new window
會議論文
1.巫博瀚、陸偉明、賴英娟(2009)。臺灣青少年快樂發展之縱貫性研究：二階層線性成長模型的發現。臺北：國立臺灣大學。new window  延伸查詢new window
圖書
1.Hox, J. J.(1995)。Applied Multilevel Analysis。Amsterdam：TT-Publikaties。  new window
2.Luke, Douglas A.(2004)。Multilevel Modeling。CA：Sage。  new window
3.Seligman, Martin E. P.(2003)。Authentic happiness：Using the new positive psychology to realize your potential for lasting fulfillment。New York, NY：Free Press。  new window
4.Singer, Judith D.、Willett, John B.(2003)。Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence。Oxford University Press。  new window
5.Snyder, C. R.、Lopez, S. J.(2007)。Positive psychology: The scientific and practical explorations of human strengths。Sage。  new window
6.Pintrich, Paul R.、Schunk, Dale H.(2002)。Motivation in education: Theory, research and applications。Pearson Education, Inc。  new window
7.Cohen, Jacob、Cohen, Patricia、West, Stephen G.、Aiken, Leona S.(2003)。Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates, Inc.。  new window
8.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
9.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago：Scientific Software。  new window
10.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical linear models: Applications and data analysis methods。Sage。  new window
11.SAS Institute Inc.(2009)。SAS 9.2 companion for Windows。Cary, NC。  new window
12.West, B. T.、Welch, K. B.、Galecki, A. T.(2007)。Linear mixed models: A practical guide using statistical software。New York。  new window
13.Pekrun, R.(1992)。Expectancy-value theory of anxiety: Overview and implications。Anxiety: Recent developments in cognitive, psychophsysiological and health research。Washington, DC。  new window
其他
1.Progress in Reading Literacy Study 2006(2009)。PIRLS 2006 international report，http://timss.bc.edu/PIRLS2006/intl_rpt.html， 20090625。  new window
圖書論文
1.Pekrun, R.(2000)。A social-cognitive, control-value theory of achievement emotions: Developing motivation and motivating development。Motivational psychology of human development: Developing motivation and motivating development。Elsevier。  new window
2.Pekrun, R.、Frenzel, A. C.、Goetz, T.、Perry, R. P.(2007)。The control-value theory of achievement emotions: An integrative approach to emotion in education。Emotion in education。San Diego, CA：Elsevier Inc.。  new window
 
 
 
 
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