國小高年級學童所知覺到的教師自主支持、自我決定動機對學業情緒之影響

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/25967

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題名:	國小高年級學童所知覺到的教師自主支持、自我決定動機對學業情緒之影響
其他題名:	The Effects of Perceived Teachers' Autonomy Support, and Self-Determination Motivation on Elementary School High Grade Students' Academic Emotions
作者:	林淑琴 LIN, SHU-CHIN
貢獻者:	應用社會學系教育社會學碩士班張楓明;賴英娟 CHANG, FENG-MING;LAI, YING-CHUAN
關鍵詞:	受控制動機;自主動機;自我決定動機;教師自主支持;學業情緒 teachers' autonomy support;controlled motivation;autonomous motivation;self-determined motivation;academic emotion
日期:	2017
上傳時間:	2017-12-11 15:10:28 (UTC+8)
摘要:	本研究以學業情緒之控制─價值理論與自我決定理論為基礎，探討國小高年級學童所知覺到的教師自主支持、自我決定動機對學業情緒之影響，並針對所建構之模式進行適配度考驗。為完成上述研究目的，本研究以分層叢集抽樣方式，抽取臺灣地區北、中、南、東四個區域之國小高年級學童共679人，做為本研究之研究樣本。研究工具包含教師自主支持量表、自我決定動機量表及學業情緒量表。本研究所蒐集的觀察資料以結構方程模式（SEM）進行統計分析。本研究發現如下：一、本研究所建構的理論模式可用來解釋所蒐集的觀察資料。二、教師自主支持對自主動機與受控制動機皆具有直接的影響效果，其中以教師自主支持對自主動機的效果值較大。三、自主動機對正向學業情緒有正向的效果，對負向學業情緒有負向的效果。四、受控制動機對正向學業情緒有負向的效果，對負向學業情緒有正向的效果。五、教師自主支持會透過自主動機與受控制動機間接地影響正、負向學業情緒。　　本研究依據上述研究結果進行討論，並提出建議作為教學實務及未來研究之參考。　　Based on the control-value theory of achievement emotions and self-determination theory, this purpose of this study was to investigate the effects of the perceived teachers' autonomy support, self-determination motivation on elementary school high grade students' academic emotions. Besides, the study examined the goodness of fit between the theoretical model proposed by the observed data. A cluster sampling was used in the study, and the participants were 679 elementary school high grade students from thirteen schools in northern, central, and southern Taiwan, respectively. The instruments used in the study included the Teachers' Autonomy Support Scale, Academic Self-Regulation Questionnaire, and Academic Emotions Questionnaire. The collected data were analyzed by Structural Equation Modeling (SEM). The results of this study were summarized as follows: (1) There is adequate fit between the observed data and the theoretical model. (2) Teachers' autonomy support had direct effects on autonomous motivation and controlled motivation, and teachers' autonomy support can better predict the autonomous motivation. (3) Autonomous motivation had positive effect on positive academic emotions, and negative effect on negative academic emotions. (4) Controlled motivation had negative effect on positive academic emotions, and positive effect on negative academic emotions. (5) Teachers' autonomy support had indirect influence on academic emotions through autonomous motivation and controlled motivation. 　　Finally, according to the results above, the study provides suggestions for further research and teaching practice.
顯示於類別:	[應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班

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