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題名：國中生學業情緒與學習投入對學業成就之影響
書刊名：課程與教學
作者：賴英娟／巫博瀚 引用關係
作者(外文)：Lai, Ying-chuan／Wu, Po-han
出版日期：2017
卷期：20:3
頁次：頁139-163
主題關鍵詞：認知-動機模式；學習投入；學業情緒；學業成就；Cognitive-motivational model；Learning engagement；Academic emotion；Academic achievement
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(6) 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:4
  • 共同引用共同引用:129
  • 點閱點閱:75
本研究以學業情緒之認知－動機模式為理論基礎，探討國中生學業情緒與學習投入對學業成就之影響，並針對所建構的模型進行適配度考驗。本研究之研究對象是抽取台灣地區640 名國中生，進行結構方程模式分析。研究結果如下：（1）本研究所建構之理論模型與所蒐集的觀察資料相適配；（2）正、負向學業情緒對學習投入具有直接效果；（3）正、負向學業情緒對學業成就具有直接效果；（4）學習投入對學業情緒具有直接效果。根據上述研究結果，本研究針對教學實務與未來研究提出討論與建議。
Based on the cognitive-motivational model of achievement and emotions, this study is to explore the effects of students’ academic emotion and learning engagement on academic achievement in junior high schools, and to review its fitness for testing the model constructed. The participants were 640 junior high school students. The final results showed that: (1) There is adequate fitness between the observed data and the theoretical model; (2) The positive and negative academic emotions had direct effects on students’ learning engagement; (3) The positive and negative academic emotions also had direct effects on students’ academic achievement; and (4) The learning engagement had direct effects on students’ academic achievement, too. The possible pedagogy implications for intervention and future research were also discussed.
期刊論文
1.Hughes, J. N.、Luo, W.、Kwok, O. M.、Loyd, L. K.(2008)。Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study。Journal of Educational Psychology，100(1)，1-14。  new window
2.Wonglorsaichon, B.、Wongwanich, S.、Wiratchai, N.(2014)。The influence of students school engagement on learning achievement: A structural equation modeling analysis。Procedia--Social and Behavioral Sciences，116，1748-1755。  new window
3.Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。  new window
4.Goetz, T.、Frenzel, A. C.、Pekrun, R.、Hall, N. C.(2006)。The domain specificity of academic emotional experiences。Journal of Experimental Education，75，5-29。  new window
5.Linnenbrink-Garcia, L.、Pekrun, R.(2011)。Students' emotions and academic engagement: Introduction to the special issue。Contemporary Educational Psychology，36(1)，1-3。  new window
6.Pekrun, R.、Stephens, E. J.(2010)。Achievement emotion: A control-value approach。Social and Personality Psychology Compass，4(4)，238-255。  new window
7.林宴瑛、程炳林(20120900)。環境目標結構與控制--價值信念對學業情緒之效果。教育心理學報，44(1)，49-72。new window  延伸查詢new window
8.張鈿富、林松柏、周文菁(20120600)。臺灣高中學生學習投入影響因素之研究。教育資料集刊，54，23-57。new window  延伸查詢new window
9.Park, S. Y.(2005)。Student engagement and classroom variables in improving mathematics achievement。Asia Pacific Education Review，6(1)，87-97。  new window
10.巫博瀚、賴英娟(20110900)。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。教育科學研究期刊，56(3)，119-149。new window  延伸查詢new window
11.Pekrun, R.、Goetz, T.、Daniels, L. M.、Stupnisky, R. H.、Perry, R. P.(2010)。Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion。Journal of Educational Psychology，102(3)，531-549。  new window
12.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
13.Dotterer, A. M.、Lowe, K.(2011)。Classroom context, school engagement, and academic achievement in early adolescence。Journal of Youth and Adolescence，40(12)，1649-1660。  new window
14.施淑慎(20080600)。學習情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究，31(2)，1-26。new window  延伸查詢new window
15.Hembree, R.(1988)。Correlates, causes, effects, and treatment of anxiety。Review of Educational Research，58(1)，47-77。  new window
16.Pekrun, R.(2005)。Progress and open problems in educational emotion research。Learning and Instruction，15(5)，497-506。  new window
17.王全興、楊喬鈞(20150600)。國中生知覺數學教師期望、數學學業情緒與數學學業成就之研究：以臺南市為例。教育學術彙刊，7，71-112。new window  延伸查詢new window
18.李秋娟、林啟超、謝智玲(2014)。國小學童之數學課室目標結構、家庭教養方式、學習投入與數學學業成就之關係。東海教育評論，2，1-30。  延伸查詢new window
19.黃智淵(20160400)。家長自主支持、基本心理需求、自主動機與國小學生學業情緒關係之探究。教育研究學報，50(1)，67-92。new window  延伸查詢new window
20.詹餘靜、吳國成(20040900)。A Study of Foreign Language Anxiety of EFL Elementary School Students in Taipei County。國立臺北師範學院學報. 教育類，17(2)，287-320。new window  延伸查詢new window
21.劉玉玲(20160400)。國中生數學學業情緒及數學學習策略與數學學業成就之研究。課程與教學，19(2)，161-192。new window  延伸查詢new window
22.賴英娟、巫博瀚(20160600)。臺灣國中生「數學學習情緒量表」之發展與現況分析。測驗學刊，63(2)，83-110。new window  延伸查詢new window
23.Dogra, A.、Dutt, S.(2016)。The association between students learning engagement and their achievement in psychology。International Journal of Multidisciplinary Education and Research，1(7)，33-35。  new window
24.Froiland, J. M.、Worrell, F. C.(2016)。Intrinsic motivation, learning goals, engagement, and achievement in a diverse high School。Psychology in the Schools，53(3)，321-336。  new window
25.Niculescua, A. C.、Tempelaara, D. T.、Dailey-Hebertb, A.、Gijselaersa, M. S. W.(2015)。Exploring the antecedents of learning-related emotions and their relations with achievement outcomes。Frontline Learning Research，3(1)，1-17。  new window
26.Sakiz, G.、Pape, S. J.、Hoy, A. Woolfolk(2012)。Does perceived teacher affective support matter for middle school students in mathematics classrooms?。Journal of School Psychology，50(2)，235-255。  new window
27.Villavicencio, F. T.(2011)。Critical thinking, negative academic emotions, and achievement: A mediational analysis。Asia-Pacific Education Researcher，20，118-126。  new window
28.Wang, M.-T.、Holcombe, R.(2010)。Adolescents' perceptions of school environment, engagement, and academic achievement in middle School。American Educational Research Journal，47(3)，633-662。  new window
29.劉玉玲、沈淑芬(20150600)。數學自我概念、數學學習策略、數學學業情緒與數學學業成就之研究--自我提升模式觀點。教育心理學報，46(4)，491-516。new window  延伸查詢new window
30.Bandalos, Deborah L.(2002)。The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling。Structural Equation Modeling，9(1)，78-102。  new window
31.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
32.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
33.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
34.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
35.Downer, J. T.、Rimm-Kaufman, S. E.、Pianta, R. C.(2007)。How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning?。School Psychology Review，36(3)，413-432。  new window
36.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
37.Skinner, Ellen A.、Belmont, Michael J.(1993)。Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement across the School Year。Journal of Educational Psychology，85(4)，571-581。  new window
38.陳嘉成(20060600)。為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果。測驗學刊，53(1)，49-77。new window  延伸查詢new window
39.簡嘉菱、程炳林(20130300)。環境目標結構、自我決定動機與學業情緒之關係。教育心理學報，44(3)，713-733。new window  延伸查詢new window
40.張鈿富(20120300)。大學生學習投入理論與評量實務之探討。高教評鑑，特刊，41-62。new window  延伸查詢new window
41.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
42.Dettmers, S.、Trautwein, U.、Lüdtke, O.、Goetz, T.、Frenzel, A. C.、Pekrun, R.(2011)。Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes。Contemporary Educational Psychology，36(1)，25-35。  new window
學位論文
1.薛人華(2009)。學業謙虛、學習投入與學業成就的關係(碩士論文)。國立臺北教育大學。  延伸查詢new window
2.王臆婷(2012)。學業自尊和自我設限之關係：學業情緒中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
3.黃豊茜(2010)。學業情緒歷程模式：探析情緒調整策略的效果(碩士論文)。國立成功大學。  延伸查詢new window
4.鄭衣婷(2007)。國中生學業情緒與學業成就之相關研究(碩士論文)。國立成功大學。  延伸查詢new window
5.李俊青(2007)。學業情緒歷程模式之分析(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Schunk, D. H.、Pintrich, P. R.、Meece, J.(2008)。Motivation in education: theory, research, and applications。Englewood Cliffs, NJ：Prentice Hall。  new window
2.Pekrun, R.、Goetz, T.、Perry, R. P.(2005)。Academic Emotions Questionnaire (AEQ): User's manual。Munich：University of Munich, Department of Psychology。  new window
3.林幸台、田秀蘭、張小鳳、張德聰(2010)。生涯輔導。臺北市：心理。  延伸查詢new window
4.Herr, E. L.、Cramer, S. H.(1992)。Career guidance and counseling through the life span: Systematic approaches。New York, NY：Harper Collins。  new window
5.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
6.陳正昌、程炳林、陳新豐、劉子鍵(2009)。多變量分析方法：統計軟體應用。五南。  延伸查詢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.(1992)。Expectancy-value theory of anxiety: Overview and implications。Anxiety: Recent Developments in Cognitive, Psychophysiological, and Health Research。Washington, DC：Hemisphere Publishing Corporation。  new window
3.Boekaerts, M.(2007)。Understanding students affactive processes in the classroom。Emotion in education。San Diego, CA：Academic Press。  new window
4.Linnenbrink, E. A.(2007)。The role of affect in student learning: A multi-dimensional approach to considering the interaction of affact, motivation, and engagement。Emotion in education。San Diego, CA：Academic Press。  new window
5.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：Academic Press。  new window
 
 
 
 
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