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題名：性別、自我效能、工作價值、科學素養及學校層次因素對臺灣青少年學習情緒之影響：個人與情境交互作用之多層次分析
書刊名：教育科學研究期刊
作者：巫博瀚 引用關係／賴英娟
作者(外文)：Wu, Po-han／Lai, Ying-chuan
出版日期：2011
卷期：56:3
頁次：頁119-149
主題關鍵詞：PISA國際評量計畫；多層次模型；跨層次交互作用效果；聚合脈絡變數；學習情緒；PISA；Multilevel models；Cross-level interaction effect；Aggregate context variables；Achievement emotion；Academic emotion
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(18) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:18
  • 共同引用共同引用:265
  • 點閱點閱:102
摘要： 本研究以學習情緒的控制價值理論為基礎，探討個人與學校層次變項對學習情緒之影響。研究資料係取自PISA 2006所釋出之階層巢套資料，有效樣本為8,678名（女生4,134名、男生4,544名）來自236個不同學校的臺灣15歲青少年。本研究採多層次模型進行分析，結果顯示個人層次變項（性別、自我效能、工作價值及科學素養）與學校層次變項（學校平均科學素養、學校平均工作價值、團體效能）能正向且顯著地解釋學生的正向學習情緒，且自我效能對學習情緒的影響會受到學校平均科學素養與團體效能等脈絡變項所調節。針對上述研究發現，本研究提出未來研究與學習輔導之相關建議。
Abstract： Based on control-value theory of achievement emotions, this study investigates the effects of individual- and school-level factors on academic emotions. Hierarchically nested data were obtained from 8,678 15-year-old students (4,134 girls and 4,544 boys) of 236 schools in Taiwan, who participated in the Programme for International Student Assessment (PISA). The results obtained from a multilevel model reveal that individual-level factors (gender, self-efficacy, task value, and scientific literacy) and school-level factors (school mean of scientific literacy, school mean of task value, and collective efficacy) are positively and significantly related to the positive academic emotions of students. Additionally, the school mean of scientific literacy and collective efficacy moderate the effects of self-efficacy on academic emotions. This study presents a discussion on the implications and educational practices, and provides suggestions for future research.
期刊論文
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12.Turner, J. E.、Husman, J.(2008)。Emotional and cognitive self-regulation following academic shame。Journal of Advanced Academics，20(1)，138-173。  new window
13.巫博瀚、陸偉明、賴英娟(20110300)。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。教育與心理研究，34(1)，29-54。new window  延伸查詢new window
14.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
15.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
16.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
17.James, L. R.、Demaree, R. G.、Wolf, G.(1993)。An assessment of within group interrater agreement。Journal of Applied Psychology，78(2)，306-400。  new window
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19.溫福星、邱皓政(20090400)。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報，26(2)，189-211。new window  延伸查詢new window
20.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
21.Bandura, Albert(2001)。Social cognitive theory of mass communication。Media Psychology，3(3)，265-299。  new window
22.侯雅齡(20100900)。科學自我概念之大魚小池效應探究：資優生教育安置方式的思考。教育科學研究期刊，55(3)，61-87。new window  延伸查詢new window
23.Bandura, Albert(2001)。Social cognitive theory: An agentic perspective。Annual Review of Psychology，52(1)，1-26。  new window
24.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。  new window
25.Tyson, D. F.、Linnenbrink-Garcia, L.、Hill, N. E.(2009)。Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts。Human Development，52(6)，329-356。  new window
26.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
27.Pekrun, Reinhard、Elliot, Andrew J.、Maier, Markus A.(2006)。Achievement goals and discrete achievement emotions: A theoretical model and prospective test。Journal of Educational Psychology，98(3)，583-597。  new window
28.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
29.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
30.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
31.Fornell, Claes、Larcker, David F.(1981)。Evaluating Structural Equation Models with Unobservable Variables and Measurement Error。Journal of Marketing Research，18(1)，39-50。  new window
32.張郁雯(20080900)。對比效應對學業自我概念之影響--發展的觀點。教育心理學報，40(1)，23-37。new window  延伸查詢new window
33.Bandura, Albert(2000)。Exercise of human agency through collective efficacy。Current Directions in Psychological Science，9(3)，75-78。  new window
34.Frenzel, A. C.、Goetz, T.、Lüdtke, O.、Pekrun, R.、Sutton, R. E.(2009)。Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment。Journal of Educational Psychology，101(3)，705-716。  new window
35.Maas, Cora J. M.、Hox, Joop J.(2005)。Sufficient sample sizes for multilevel modeling。Methodology: European Journal of Research Methods for the Behavioral and Social Sciences，1(3)，86-92。  new window
36.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
37.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
38.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
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40.Goetz, T.、Frenzel, A. C.、Pekrun, R.、Hall, N. C.(2006)。The domain specificity of academic emotional experiences。Journal of Experimental Education，75(1)，5-29。  new window
41.Daniels, L. M.、Stupnisky, R. H.、Pekrun, R.、Haynes, T. L.、Perry, R. P.、Newall, N. E.(2009)。A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.。Journal of Educational Psychology，101(4)，948-963。  new window
42.Halvari, H.、Ulstad, S. O.、Bagoien, T. F.、Skjesol, K.(2009)。Autonomy support and its links to physical activity and competitive performance: Mediations through motivation, competence, action orientation and harmonious passion, and the moderator role of autonomy support by perceived competence。Scandinavian Journal of Educational Research，53(6)，533-555。  new window
43.Ahmed, W.、Minnaert, A.、Werf, G.、Kuyper, H.(2010)。Perceived social support and early adolescents' achievement: The mediational roles of motivational beliefs and emotions。Journal of Youth & Adolescence，39(1)，36-46。  new window
44.Ciani, K. D.、Middleton, M. J.、Summers, J. J.、Sheldon, K. M.(2010)。Buffering against performance classroom goal structures: The importance of autonomy support and classroom community。Contemporary Educational Psychology，35(1)，88-99。  new window
45.Davis, J. A.(1966)。The campus as a frog pond: An application of the theory of relative deprivation to career decisions of college men。American Journal of Sociology，72(1)，17-31。  new window
46.Decuir-Gunby, J. T.、Aultman, L. P.、Schutz, P. A.(2009)。Investigating transactions among motives, emotional regulation related to testing, and test emotions。Journal of Experimental Education，77(4)，409-438。  new window
47.Pekrun, R.、Stephens, E. J.(2009)。Goals, emotions, and emotion regulation: Perspectives of the control-value theory。Human Development，52(6)，357-365。  new window
48.Trautwein, U.、Schnyder, I.、Niggli, A.、Neumann, M.、Ludtke, O.(2009)。Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen。Contemporary Educational Psychology，34(1)，77-88。  new window
49.Goetz, T.、Frenzel, A. C.、Stoeger, H.、Hall, N. C.(2010)。Antecedents of everyday positive emotions: An experience sampling analysis。Motivation & Emotion，34(1)，49-62。  new window
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51.Marsh, H. W.、Seaton, M.、Trautwein, U.、Ludtke, O.、Hau, K.-T.、O'Mara, A. J.(2005)。The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research。Educational Psychology Review，20(3)，319-350。  new window
52.Mouratidis, A.、Vansteenkiste, M.、Lens, W.、Auweele, Y. V.(2009)。Beyond positive and negative affect: Achicemcnt goals and discrete emotions in the elementary physical educational classroom。Psychology of Sport & Exercise，10(3)，336-343。  new window
53.Pekrun, R.、Goetz, T.、Perry. R. P.、Kramer, K.、Hochstadt, M.、Molfenter, S.(2004)。Beyond test anxiety: Development and vailidation of the Test Emotions Questionnaire (TEQ)。Anxiety Stress and Coping，17(3)，287-316。  new window
會議論文
1.Wu, P.-H.、Luh, W.-M.、Lai, Y.-C.(2010)。The effects of perceived learning environment on the achievement emotions: Analyzing clustered data by using linear mixed models。Denver, CO。  new window
研究報告
1.林煥祥、劉聖忠、林素微、李暉(2008)。臺灣參加PISA 2006成果報告。花蓮市：國立花蓮教育大學。  延伸查詢new window
圖書
1.Organization for Economic Cooperation and Development(2009)。PISA 2006 technical report。Paris：Organization for Economic Cooperation and Development。  new window
2.Organization for Economic Cooperation and Development(2006)。Assessing scientific, reading and mathematical literacy: A framework for PISA 2006。OECD。  new window
3.Snijders, T.、Bosker, R.(1999)。Multilevel Analysis: An Introduction to Basic and Advanced Multilevel Modelling。Thousand Oaks, CA：Sage Publications。  new window
4.Luke, Douglas A.(2004)。Multilevel Modeling。CA：Sage。  new window
5.Singer, Judith D.、Willett, John B.(2003)。Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence。Oxford University Press。  new window
6.李茂能(2009)。圖解Amos在學術研究之運用。臺北：五南圖書出版股份有限公司。  延伸查詢new window
7.Pekrun, R.、Goetz, T.、Perry, R. P.(2005)。Academic Emotions Questionnaire (AEQ): User's manual。Munich：University of Munich, Department of Psychology。  new window
8.Heck, Ronald H.、Thomas, Scott L.(2009)。An introduction to multilevel modeling techniques。Routledge。  new window
9.Pintrich, Paul R.、Schunk, Dale H.(2002)。Motivation in education: Theory, research and applications。Pearson Education, Inc。  new window
10.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
11.Hox, Joop J.(2010)。Multilevel Analysis: Techniques and Applications。Routledge。  new window
12.Kreft, Ita G. G.、De Leeuw, Jan(1998)。Introducing Multilevel Modeling。Sage。  new window
13.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
14.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA：Sage Press。  new window
15.West, B. T.、Welch, K. B.、Galecki, A. T.(2007)。Linear mixed models: A practical guide using statistical software。New York。  new window
16.Pekrun, R.(1992)。Expectancy-value theory of anxiety: Overview and implications。Anxiety: Recent developments in cognitive, psychophsysiological and health research。Washington, DC。  new window
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其他
1.SAS(2009)。SAS 9.2 companion for Windows，Cary, N。  new window
圖書論文
1.Wigfield, A.(1994)。The role of children's achievement values in the self-regulation of their learning outcomes。Self-regulation of learning and performance。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.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
3.Goetz, T.、Zirngibl, A.、Pekrun, R.、Hall, N.(2003)。Emotions, learning and achievement from an educational-psychological perspective。Learning emotions: The influence of affective factors on classroom learning。Peter Lang。  new window
 
 
 
 
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