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研究生:江文瑋
研究生(外文):Wen-Wei Chiang
論文名稱:高中生科學學業情緒在科學自我效能與科學學業表現之間的中介效果
論文名稱(外文):Moderating Influence of Science Self-efficacy on the Link between Academic Emotions and Performance toward Science of High School Students
指導教授:劉嘉茹 博士
指導教授(外文):Dr. Chia-Ju Liu
學位類別:博士
校院名稱:國立高雄師範大學
系所名稱:科學教育暨環境教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:英文
論文頁數:160
中文關鍵詞:學業情緒成就情緒表現自我效能
外文關鍵詞:Academic emotionsAchievementEmotionsPerformanceSelf-efficacy
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本研究著眼於台灣高中學生之科學學業情緒、科學自我效能與科學學習表現間的關係。先前的研究發現,高中生所經歷之壓力程度較其他教育程度的大學院校學生明顯,也指出科學學業情緒與科學自我效能影響了科學學習之表現,據此,本研究之問題特別著重在以下幾點:(1)影響科學學業情緒、科學自我效能與科學學業表現的主要人口變項為何?(2)科學學業情緒、科學自我效能與學習表現之相互影響為何?
據此,本研究針對南台灣公立學校男女學生之問卷調查,著重在瞭解自我效能的程度、種類和強度,對不同學習情境下學生的科學學業情緒進行調查,場域包含有:在學校上科學課、科學實驗的參與、對於科學之自我學習、科學展覽和準備科學考試。最終進行之問卷調查取得了418份有效問卷,獲得的數據以次數分配、敘述統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關係數分析和結構方程模式進行分析。
本研究結果指出,在科學教育上,科學學業情緒對學生的科學自我效能影響顯著,而科學自我效能對學生的科學學習表現也有所影響;該結果更顯示了科學學業情緒藉由科學自我效能的作用,間接影響了科學學習表現,三者的關係為非線性關係,本研究提供了科教專家和教師在進行科學教學時,如何能同時兼顧科學學業情緒和科學自我效能的影響之參考。

This study considered the relationships among academic emotions, science self-efficacy and academic performance in science education among Taiwanese high school students. It has been found that high school students experience significantly higher levels of stress than students at academic institutions of other levels. Previous research indicates that academic emotions and science self-efficacy influence performance in science. Specifically the following research questions were addressed: (1) What are the primary demographic variables that can significantly affect academic emotions, science self-efficacy and academic performance toward science? (2) What is the interplay between academic emotions, science self efficacy and academic performance toward science?
This study fills that gap by conducting a survey of boys’ and girls’ public high schools in southern part of Taiwan. We considered level, type and strength of self-efficacy and investigated students’ academic emotions in a variety of settings, including the following: attending science class, taking part in science experiment class, learning science on one’s own, science excursions and preparing for and taking science tests. The final questionnaire was then distributed and 418 valid questionnaires were recovered. The obtained data was analyzed using frequency distribution, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation analysis and structural equation modeling.
The results indicate that academic emotions significantly impact students’ science self-efficacy and that science self-efficacy significantly impacts academic performance in science education. It was further shown that academic emotions influence academic performance indirectly through the effects of science self-efficacy. It is concluded that the relationship between the titled factors are non-linear. Suggestions are made as to how science educators and teachers could incorporate an awareness of the effects of academic emotions and science self-efficacy into science education.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION 1
1.1 Research Background 1
1.2 Research Purpose 7
1.3 Research Objectives and Questions 9
1.4 Statement of Problem 10
1.5 Significance of Research 12
1.6 Limitations of the Study 14
1.7 Definition of Terms 15

CHAPTER TWO LITERATURE REVIEW 19
2.1 Definitions of Academic Emotions, Science Self-efficacy and Academic Performance in Science 19
2.1.1 Academic Emotions 19
2.1.2 Science Self-efficacy 22
2.1.3 Academic Performance in Science 24
2.2 Theoretical Development 28
2.2.1 Research Model 28
2.2.2 Academic Emotions and Science Performance 29
2.2.3 Academic Emotions and Science Self-efficacy 37
2.2.4. Science Self-efficacy and Academic Performance in Science 39
2.2.5 Academic Emotions: Moderators of Science Self-efficacy-Academic Performances in Science Relationship 40
2.3 Summary 45

CHAPTER THREE METHODOLOGY 47
3.1 Research Subjects 47
3.2 Developing Measurement Tools 49
3.2.1. Questionnaire Design 49
3.2.2. Selecting Scales and Improving Content Validity 50
3.3 Modifying the Questionnaire for the Pilot Study 52
3.3.(a). Academic Emotions 52
3.3.(b) Science Self-efficacy 59
3.3.(c) Academic Performance in Science 65
3.4 Data Analysis 71

CHAPTER FOUR RESULTS AND DISCUSSIONS 75
4.1 Distribution of Demographics 75
4.1.1. Demographics 75
4.1.2. Course Load 76
4.2 Analysis of Research Variables 79
4.2.1. Academic Emotions in Learning Science 79
4.2.2. Science Self-efficacy 82
4.2.3. Academic Performances 85
4.3 Differences in Academic Emotions Based on Demographics 89
4.3.1. Differences in Academic Emotions Attributable to Gender 89
4.3.2. Differences in Academic Emotions Attributable to Grade Level 90
4.3.3. Differences in Academic Emotions Attributable to Academic Major 91
4.3.4. Summary of Differences in Academic Emotions 93
4.4 Differences in Science Self-efficacy Attributable to Demographics 94
4.4.1. Differences in Science Self-efficacy Attributable to Gender 94
4.4.2. Differences in Science Self-efficacy Attributable to Grade Level 95
4.4.3. Differences in Science Self-efficacy Attributable to Academic Major 96
4.4.4. Summary of Differences in Science Self-efficacy 97
4.5 Differences in Academic performance Attributable to Demographics 98
4.5.1. Differences in Academic Performance Attributable to Gender 98
4.5.2. Differences in Academic Performance Attributable to Grade Level 99
4.5.3. Differences in Academic performance Attributable to Academic Major 100
4.5.4. Summary of Differences in Academic Performance Attributable to Demographics 102
4.6 Verifying and Cross-validating the Theoretical Framework Using Structural Equation Modeling (SEM) 103
4.6.1. Descriptive Statistics and Correlation Analysis 103
4.6.2. Model Fitness Index 105
4.6.3. Construct Reliability and Validity (Measurement Model) 108
4.6.4. Hypothesis Testing and Cross-validating (Structural Model) 110
4.6.5. Mediating Analysis 111
4.7 Verification of Hypotheses 113

CHAPTER FIVE CONCLUSION 117
5.1 General Conclusions 117
5.2 Extended Remarks 126
5.3 Suggestions 130
5.4 Implications 132
5.5 Recommendations for Future Research 135

REFERENCES 137

APPENDIX: Survey of Science Aptitude (English Version) 147

LIST OF TABLES

Table 1 Valid Samples 47
Table 2 Item Analysis of Academic Emotions in Learning Science 53
Table 3 Academic Emotions Scale – KMO and Bartlett's Test 55
Table 4 Factor Analysis of the Academic Emotions Scale 56
Table 5 Reliability Analysis of Academic Emotions Scale 58
Table 6 Item Analysis of Science Self-efficacy in Learning Science 59
Table 7 Science Self-efficacy Scale – KMO and Bartlett's Test 62
Table 8 Factor Analysis of the Scale of Science Self-efficacy 62
Table 9 Reliability Analysis of the Scale of Science Self-efficacy 64
Table 10 Item Analysis of Academic Performance in Science 66
Table 11 Reliability of the Academic Performance Scale 69
Table 12 Distribution of Demographics 76
Table 13 Study Program Distribution 76
Table 14 Courses in Grade 10 77
Table 15 Courses in Grade 11 78
Table 16 Courses Taken in Grade 12 of Senior/Vocational High School or Junior College 78
Table 17 Descriptive Statistical Analysis of Academic Emotions 80
Table 18 Descriptive Statistical Analysis of Questions on Academic Emotions 81
Table 19 Descriptive Statistical Analysis of Science Self-efficacy 82
Table 20 Descriptive Statistical Analysis of Questions on Science Self-efficacy 84
Table 21 Descriptive Statistical Analysis of Academic Performance in Science 86
Table 22 Descriptive Statistical Analysis of Academic Performance Questions 87
Table 23 Variance Analysis of Academic Emotions in Relation to Gender 89
Table 24 Variance Analysis of Academic Emotions in Relation to Different Grade Levels 91
Table 25 Variance Analysis of Academic Emotions in Relation to Different Majors 92
Table 26 Summary: Differences in Academic Emotions 93
Table 27 Variance Analysis of Science Self-efficacy in Relation to Gender 94
Table 28 Variance Analysis of Science Self-efficacy in Relation to Grade Level 95
Table 29 Variance Analysis of Science Self-efficacy in Relation to Academic Majors 96
Table 30 Summary: Differences in Science Self-efficacy 97
Table 31 Analysis of Differences in Academic Performance Attributable to Gender 98
Table 32 Summary of Differences in Academic Performance Attributable to Grade Level 99
Table 33 Analysis of Differences in Academic Performance Attributable to Academic Major 100
Table 34 Summary of Differences in Academic Performance Attributable to Demographics 102
Table 35 Descriptive Statistics and Correlation Analysis of Observed Variables 104
Table 36 Overall Fit Before and After Adjustment of the Model 105
Table 37 Summary of the Reliability of Observed Variables, Construct Reliability of Latent Variables, and AVE 108
Table 38 Analysis of Direct Effects According to SEM 110

LIST OF FIGURES

Figure 1. Research model: Affective Self-efficacy regarding Academic Performance in Science (ASAPs) model 28
Figure 2. Questionnaire design process 50
Figure 3. Complete structure of standardized model parameters 112

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