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研究生:呂怡穎
研究生(外文):LU,YI-YING
論文名稱:自我效能、控制信念及教師自主支持對學習情緒之多層次模型分析
論文名稱(外文):Multilevel Analysis of Self-Efficacy, Locus of Control and Teachers’ Autonomy Support on Academic Emotions
指導教授:巫博瀚巫博瀚引用關係
指導教授(外文):WU,PO-HAN
口試委員:連倖誼劉政宏
口試委員(外文):LIEN,HSING-YILIU,CHENG-HONG
口試日期:2016-05-16
學位類別:碩士
校院名稱:銘傳大學
系所名稱:教育研究所碩士在職專班
學門:教育學門
學類:綜合教育學類
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:74
中文關鍵詞:學習情緒多層次模型數學自我效能控制信念教師自主支持
外文關鍵詞:academic emotionmultilevel modelsmathematics self-efficacylocus of controlteachers’ autonomy support
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本研究以學習情緒的控制價值理論為基礎,探討個人層次因素與學校層次因素對學習情緒之影響。研究資料係取自PISA 2012所釋出之階層巢套資料,有效樣本為1957名來自163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(數學自我效能、控制信念)與學校層次變項(教師自主支持)能正向且顯著地解釋學生的正向學習情緒。針對上述研究發現,本研究提出學習輔導與未來研究之相關建議。
Based on control-value theory of academic emotions, this study investigates the effects of individual-level and school-level factors on academic emotions. Hierarchically nested data were obtained from 1,957 15-year-old students of 163 schools in Taiwan, who participated in the Programme for International Student Assessment (PISA). The results obtained from a multilevel model reveal that mathematics self-efficacy, locus of control and teachers’ autonomy support were positively and significantly related to the positive academic emotions of students. This study presents a discussion on the implications and educational practices, and provides suggestions for future research.
論文口試委員審定書
誌 謝
中文摘要 i
英文摘要 ii
目 次 iii
表 次 iv
圖 次 v
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 5
第三節 研究之重要性 6
第四節 名詞釋義 8
第二章 文獻探討 11
第一節 學習情緒理論 11
第二節 個人因素對學習情緒之影響 19
第三節 教師自主支持對學習情緒之影響 29
第三章 研究設計與實施 33
第一節 資料來源 33
第二節 變項測量與構念效度檢驗 34
第三節 研究架構 37
第四節 研究假設 38
第五節 資料分析與處理 38
第六節 多層次分析模型設定 39
第四章 研究結果分析與討論 45
第一節 描述性統計分析 45
第二節 多層次模型分析結果 46
第三節 討論 50
第五章 結論與建議 53
第一節 結論 53
第二節 建議 54
參考文獻 58


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