臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：教師教學情緒、學生學業情緒與動機涉入之關係探究
書刊名：教育心理學報
作者：張映芬／程炳林 引用關係
作者(外文)：Chang, Ying-fen／Cherng, Bing-lin
出版日期：2017
卷期：49:1
頁次：頁113-136
主題關鍵詞：正向情緒；負向情緒；教師教學情緒；學生動機涉入；學生學業情緒；Negative emotions；Positive emotions；Students' motivational engagement；Students' achievement emotions；Teachers' teaching emotions
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:87
  • 點閱點閱:14
教師教學情緒在學生學習歷程中扮演重要角色，然而在當代教育心理學中，相較於學生學業情緒的研究，較少關注教師教學情緒。因此，本研究建構「教師教學情緒二階驗證性因素分析模式」針對教師教學情緒分類架構作探討，以及建構「教學情緒、學業情緒與動機涉入之關係模式」，分析教學情緒、學業情緒與動機涉入之關係。本研究抽取二批國二學生為樣本，共1083 人，以結構方程模式進行分析。研究結果顯示：（1）本研究建構的「教師教學情緒二階驗證性因素分析模式」、「教學情緒、學業情緒與動機涉入之關係模式」皆與觀察資料適配；（2）教師正向教學情緒正向預測學生正向學業情緒；教師負向教學情緒正向預測學生負向學業情緒；（3）學生正向學業情緒正向預測適應性動機涉入；學生負向學業情緒正向預測不適應性動機涉入。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來的建議。
Teachers’ teaching emotions play a significant role in students' learning processes. Compared with students’ achievement emotions, there is less focus on teachers’ teaching emotions in the current field of study in psychology. Therefore, the purpose of this study was to construct a second order confirmatory factor analysis (CFA) model of teachers' teaching emotions and a model of teaching emotions, achievement emotions, and motivational engagement to test how the two models fit with observed data and analyze the relationships among teachers' teaching emotions, students' achievement emotions, and students' motivational engagement. The participants were 1,083 junior high school students. Structural equation modeling was used to obtain the following results: (a) the second order CFA model of teachers' teaching emotions fit the observed data well, (b) the model of teaching emotions, achievement emotions, and motivational engagement fit the observed data well, (c) teachers' positive teaching emotions positively predicted students' positive achievement emotions; teachers' negative teaching emotions positively predicted students' negative achievement emotions, and (d) students' positive achievement emotions positively predicted adaptive motivational engagement; students' negative achievement emotions positively predicted maladaptive motivational engagement. Based on the findings in this research, implications for theory, practice, and further research were discussed.
期刊論文
1.Sy, T.、Saavedra, R.、Côte, S.(2005)。The contagious leader: impact of the leader's mood on the mood of group members, group affective tone, and Group Processes。Journal of Applied Psychology，90(2)，295-305。  new window
2.Söderlund, Magnus、Rosengren, Sara(2007)。Receiving Word-of-Mouth from the Service Customer: an Emotion-based Effectiveness Assessment。Journal of Retailing and Consumer Services，14(2)，123-136。  new window
3.Levy, D. A.、Nail, P. R.(1993)。Contagion: a theoretical and empirical review and reconceptualization。Genetic, social and General Psychology Monographs，119(2)，233-284。  new window
4.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
5.Becker, E. S.、Goetz, T.、Morger, V.、Ranellucci, J.(2014)。The importance of teachers' emotions and instructional behavior for their students' emotions: An experience sampling analysis。Teaching and Teacher Education，43，15-26。  new window
6.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do students avoid asking for help? An examination of the interplay among students' academic efficacy, teacher's social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  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.Van Kleef, G. A.(2009)。How emotions regulate social life the emotions as social information (EASI) model。Psychological Science，18(3)，184-188。  new window
9.孫俊傑、龔心怡(20101200)。國民中學兼任行政職務教師情緒勞務、教師自我效能與學校效能關係之研究。彰化師大教育學報，18，29-62。new window  延伸查詢new window
10.Fredrickson, Barbara L.(2003)。The value of positive emotions。American Scientist，91(4)，330-335。  new window
11.張映芬、程炳林(20111200)。國中生動機涉入之分類結構及其相關因素探討。教育心理學報，43(2)，521-546。new window  延伸查詢new window
12.Linnenbrink, E. A.、Pintrich, P. R.(2002)。Achievement goal theory and affect: An asymmetrical bidirectional model。Educational Psychologist，37(2)，69-78。  new window
13.Pekrun, R.、Goetz, T.、Daniels, L. M.、Stupnisky, R. H.、Perry, R. P.(2010)。Boredom in achievement setting: Exploring control-value antecedents and performance outcomes of a neglected emotion。Journal of Educational Psychology，102(3)，531-549。  new window
14.Anderson, C.、Keltner, D.、John, O. P.(2003)。Emotional convergence between people over time。Journal of Personality and Social Psychology，84，1054-1068。  new window
15.Kaplan, A.、Gheen, M.、Midgley, C.(2002)。Classroom Goal Structure and Student Disruptive Behavior。British Journal of Educational Psychology，72(2)，191-211。  new window
16.Urdan, T. C.(2004)。Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(2)，251-264。  new window
17.張火燦、劉嘉雯、許宏明、繆敏志、童志隆(20110600)。主管心情感染與員工創新行為的關係：敬業貢獻與工作倦怠的中介角色。人力資源管理學報，11(2)，1-24。new window  延伸查詢new window
18.George, J. M.(2000)。Emotions and leadership: The role of emotional intelligence。Human Relations，53，1027-1055。  new window
19.Butler, R.(2007)。Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation。Journal of Educational Psychology，99(2)，241-252。  new window
20.Jiang, J.、Vauras, M.、Volet, S.、Wang, Y.(2016)。Teachers' emotions and emotion regulation strategies: self and students' perceptions。Teaching and Teacher Education，54，22-31。  new window
21.Cubukcu, F.(2012)。The significance of teachers' academic emotions。Procedia-Social and Behavioral Sciences，70，649-653。  new window
22.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 achievemwnt outcomes。Contemporary Educational Psychology，36，25-35。  new window
23.Frenzel, A. C.、Becker-Kurz, B.、Pekrun, R.、Goetz, T.(2015)。Teaching this class drives me nuts!-Examining the person and context specificity of teacher emotions。PLOS ONE，10(6)，1-15。  new window
24.Fiorilli, C.、Gabola, P.、Pepe, A.、Meylan, N.、Curchod-Ruedi, D.、Albanese, O.、Doudin, P. A.(2015)。The effect of teachers' emotional intensity and social support on burnout syndrome. A comparison between Italy and Switzerland。Revue Européenne de Psychologie Appliquée，65，275-283。  new window
25.Hagenauer, G.、Hascher, T.、Volet, S. E.(2015)。Teacher emotions in the classroom: Associations with students' engagement, classroom discipline and the interpersonal teacher-student relationship。European Psychological Education，30(4)，385-403。  new window
26.Pekrun, R.(1992)。Cognitive/Motivational mediators。Applied psychology: An International Review，41(4)，359-376。  new window
27.Mega, C.、Ronconi, L.、Beni, R. D.(2014)。What makes a good students? How emotions, self-regulated learning, and motivation contribute to academic achievement。Journal of Educational Psychology，106(1)，121-131。  new window
28.Roth, G.、Assor, A.、Kanat-Maymon, Y.、Kaplan, H.(2007)。Autonomous motivationfor teaching: how self-determined teaching may lead to self-determined learning。Journal of Educational Psychology，99(4)，761-774。  new window
29.陳嘉成(20100900)。強勢目標或多元目標？不同分析法對國小學童學習歷程之差異比較與成就目標影響學習成就路徑之模式檢驗。教育與心理研究，33(3)，107-137。new window  延伸查詢new window
30.Bono, J. E.、Ilies, R.(2006)。Charisma, positive emotions and mood contagion。The Leadership Quarterly，17，317-334。  new window
31.Pekrun, R.(2005)。Progress and open problems in educational emotion research。Learning and Instruction，15(5)，497-506。  new window
32.Barsade, S. G.(2002)。The ripple effect: emotional contagion and its influence on group behavior。Administrative Science Quarterly，47(4)，644-675。  new window
33.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
34.陳信憲、許銘珊(20110600)。大專校院教師情緒勞務與工作倦怠之相關研究。高雄師大學報. 教育與社會科學類，30，1-15。new window  延伸查詢new window
35.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
36.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
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.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
39.Bakker, Arnold B.(2005)。Flow among music teachers and their students: The crossover of peak experiences。Journal of Vocational Behavior，66(1)，26-44。  new window
40.Neumann, R.、Strack, F.(2000)。Mood contagion: The automatic transfer of moods between persons。Journal of Personality and Social Psychology，79，211-223。  new window
學位論文
1.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
2.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，Tainan。  延伸查詢new window
3.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Pintrich, P. R.、Schunk, D. H.(2008)。Motivation in education: Theory, research, and applications。Prentice Hall Merrill。  new window
2.Yukl, G. A.(2005)。Leadership in Organizations。Englewood Cliffs, New Jersey：Prentice-Hall。  new window
3.Hatfield, Elaine、Cacioppo, John T.、Rapson, R. L.(1994)。Emotional contagion。New York, NY：Cambridge University Press。  new window
4.Hair, Joseph F. Jr.、Anderson, Rolph E.、Tatham, Ronald L.、Black, William C.、Babin, Barry J.(1998)。Multivariate data analysis。Prentice-Hall, Inc.。  new window
5.陳正昌、程炳林、陳新豐、劉子鍵(2011)。多變量分析方法：統計軟體應用。五南圖書出版股份有限公司。  延伸查詢new window
圖書論文
1.Pekrun, Reinhard(2000)。A social-cognitive, control-value theory of achievement emotions。Motivational Psychology of Human Development。Elsevier Science。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
1. 建立醫療院所護理人員覺察正負情緒評估模式
2. 國民中學教師角色壓力、變革抗拒、組織支持及工作倦怠之關係研究
3. 國民小學校長創新領導、權力運用策略、 教師社群互動與學校效能關係之研究
4. 國民中小學校人事人員情緒勞務、職場友誼以及組織認同關係之研究
5. 工作資源對離職傾向、員工主動行為與工作動機與之影響：以國軍政策制訂單位志願役軍官人員為例
6. 高級中等學校校長領導行為與教師工作投入程度之關係研究-教師心理資本與工作動機的中介效果
7. 國民中學學校效能指標建構之研究
8. 技術型高中校長領導與教師領導及自我效能對學校效能影響之研究
9. 我國高級中等學校教師與直屬處室主任關係品質、職場自尊、團體凝聚力與教學效能關聯性之研究
10. 高中教師情緒智力、情緒勞務、組織支持、 心理資本與工作滿意度關係之研究
11. 警察人員情緒勞動、心理資本、工作滿意與工作績效關係之研究
12. 學業情緒、情緒調整策略、自我調整學習策略對學業成就之關係：條件化間接效果檢驗暨教學方案之成效分析
13. 完全中學校長正向領導、教師工作投入與學校效能關係之研究
14. 高職教師壓力感受、角色壓力及工作倦怠關係之研究-自我效能與情緒勞務的調節效果
15. 國小學童英語科學習興趣模式建構與教學效果研究
 
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：863（臺灣：854，外國：9） ／ 本年度總使用人次：1641614 ／ 訪客人次（自102年09月）：67455682
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上