(3.230.154.160) 您好!臺灣時間:2021/05/07 18:19
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:黃智淵
研究生(外文):Jyh-IuanHuang
論文名稱: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
論文名稱(外文):The Effect of Academic Emotions, Emotional Regulation Strategies, Self Regulated Learning Strategies on The Academic Achievement: The Conditional Indirect Effect and Teaching Analysis
指導教授:程炳林程炳林引用關係
指導教授(外文):Biing-Lin Cherng
學位類別:博士
校院名稱:國立成功大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:185
中文關鍵詞:學業情緒情緒調整策略自我調整學習策略條件化間接效果
外文關鍵詞:academic emotionsself-regulated learning strategiesemotional regulation strategiesconditional indirect effect
相關次數:
  • 被引用被引用:5
  • 點閱點閱:388
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
本研究之目的有二:(一)分析國小學生知覺的數學學業情緒透過自我調整學習策略對學業成就所產生的間接效果如何視學生所知覺的數學學業情緒與情緒調整策略使用的程度而定;(二)探討情緒調整策略教學方案的實施、學業情緒程度與測量階段對國小學生自我調整學習策略與學業成就之交互作用。
為完成前述研究目的,本研究共進行二個研究。在研究一中,本研究抽取台灣1116位國小學生為研究樣本,並將此分成二批樣本,第一批114位,做為分析量表的信、效度之樣本;第二批1002位做為考驗本研究假設之樣本。研究工具包括「數學科學業情緒量表」、「情緒調整策略量表」、「自我調整學習略量表」與「學生學習適應量表」,蒐集的資料以條件化間接效果模式進行分析。在研究二中,本研究自台南地區抽取4個班級、共計108位國小五年級學生為研究樣本,進行「情緒調整策略教學方案」之教學實驗課程,以瞭解教學組別、學業情緒程度與測量階段對學生自我調整學習策略與學業成就之影響。除了數學科期中、期末評量外,研究二所使用的研究工具均與研究一相同。研究二所蒐集的資料以三因子混合設計及二因子變異數分析來考驗各項假設。
  本研究的結果如下:
一、研究一的結果顯示:厭煩、無聊的學業情緒透過自我調整學習策略對數學學業成就的條件化間接效果值達顯著,其間接效果值為負值且會隨著厭煩與無聊的程度而變化;樂趣與焦慮透過我調整學習策略對數學學業成就的條件化間接效果值則未達顯著。另一方面,情緒調整策略在樂趣、厭煩、焦慮與無聊的學業情緒與自我調整學習策略之間的調節效果值達顯著,其中樂趣透過自我調整學習策略對數學學業成就的條件化間接效果值為正值,且隨著情緒調整策略的程度而變化;厭煩、焦慮與無聊透過自我調整學習策略對數學學業成就的條件化間接效果值為負值,且隨著情緒調整策略程度而變化。
二、研究二的結果顯示:教學組別與測量階段對自我調整學習策略與數學學業成就具有交互作用,其結果如下:
(一)自我調整學習策略
教學組別、學業情緒程度與測量階段對自我調整學習策略的三因子交互作用未達顯著,但在教學組別×測量階段二因子交互作用達顯著。研究結果顯示:在自我調整學習策略的得分上,實驗組在後測與延後測均高於對照組,且實驗組在自我調整學習策略的前測得分上顯著低於後測及延後測;而對照組在自我調整學習策略的前測得分上則顯著高於後測與延後測。
(二)學習適應
學業情緒程度、教學組別與測量階段對學習適應的三因子交互作用未達顯著,但在教學組別×測量階段二因子交互作用達顯著。研究結果顯示:在學習適應的得分上,實驗組在後測與延後測均高於對照組,且實驗組在學習適應的前測得分上顯著低於後測及延後測;而對照組在學習適應的前測得分上則顯著高於後測與延後測。
(三)數學學業表現
學業情緒程度與教學組別對數學學業表現的二因子交互作用未達顯著,且在各因子之主要效果亦未達顯著。

本研究根據研究結果提出建議,以供國小教學、學習輔導與未來研究之參考。

The purposes of this research were to (a) analyze the conditional indirect effect of academic emotions and emotional regulation strategies on the relationship between academic emotions, self-regulated learning strategies and math academic achievement; (b) investigate the interactive effect of emotional regulation strategies teaching and academic emotions on self-regulated learning strategies and math academic achievement. Two studies were conducted in these regards. In study 1, the data were analyzed by conditional indirect effect model, and the study 2 the data were analyzed by three-way mixed design ANOVA and two way ANOVA. The results of study1 and study2 were:1.Angry, bored and emotional regulation strategies had the conditional indirect effect on the relationship between academic emotions, self-regulated learning strategies and math academic achievement. 2. The interactive effect of emotional regulation strategies teaching and measurement phase on self-regulated learning strategies and learning adjustment were significant. Based on the finding of the research, we discussed the implications and proposed suggestions for elementary school teaching, educational guidance and further research
目 次
目 次 VIII
表次 X
圖次 XIII
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題與重要性 6
第三節 名詞釋義 8
第二章 文獻探討 12
第一節 學業情緒與認知─動機模式 12
第二節 學業情緒與學業成就之關係 18
第三節 情緒調整策略與學業情緒、自我調整學習策略之關係 22
第三章 研究方法 28
第一節 研究一:學業情緒、情緒調整策略對自我調整學習策略與學業 成就的條件化間接效果 28
第二節 研究二:學業情緒、情緒調整策略教學方案對自我調整學習 策略與學業成就之教學效果 47
第四章 研究結果 63
第一節 研究一:學業情緒、情緒調整策略對自我調整學習策略與學業 成就的條件化間接效果 63
第二節 研究二:教學組別、學生數學學業情緒對學生自我調整學習 策略與數學學業成就之交互作用 83
第五章 討論、結論與建議 115
第一節 討論 115
第二節 結論 122
第三節 建議 124
參考文獻 127
中文部分 127
英文部分 129
附錄 137
附錄一 學業情緒量表 137
附錄二 自我調整學習策略量表 139
附錄三 情緒調整策略量表 140
附錄四 學生學習適應量表 142
附錄五 實驗組教師手冊 143


中文部分
江文慈(1999)。情緒調整的發展軌跡與模式建構之研究。國立台灣師範大學教育心理與輔導學系博士論文。
江文慈(2004)。大學生的情緒調整歷程與發展特徵。教育心理學報,35(3),249-268。
李俊青(2007)。學業情緒歷程模式之分析。國立成功大學教育研究所碩士論文。
林清山、程炳林(1996)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報,28,15-58。
林宴瑛(2012)。從人境互動觀點探討目標結構、目標導向、 情緒調整對考試情緒與應試策略之效果:條件化間接效果暨調節效果分析。國立臺灣師範大學教育心理與輔導學系博士論文。
施怡如(2011)。國中生個人目標導向與考試情緒之關係:知覺的測驗威脅與情緒調整之調節效果分析。國立成功大學教育研究所碩士論文
侯玫如(2002)。多重目標導向對國中生認知、動機、情緒與學習行為之影響。國立成功大學教育研究所碩士論文。
徐雅雯(2012)。碩士生的人格特質、情緒調節策略與憂鬱之相關研究。國立政治大學教育研究所碩士論文。
張景媛(1997)。國中生正負向情緒與後設認知、學習動機關係之研究。教育心理學報,29 ,51-76 。
陳婉真(2009)。考試焦慮對考試成績表現失常影響之研究—從考試歷程分析。教育心理學報, 40(4),597-617。
陳嘉皇(2007)。數學學習情感反應、自我調整能力與成就表現關係之研究。國立屏東教育大學學報,27,1-28。
彭月茵(2007)。研究生學術動機歷程之建構。政治大學教育研究所博士論文。
程炳林(2001)。動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報:教育類,46(1),67-92。
程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報,33(2),79-102 。
程炳林(2003)。四向度目標導向模式之研究。師大學報:教育類,48(1), 15-40。
程炳林、林清山(1999)。國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係。教育心理學報,31(1),1-35。22
黃豊茜(2010)。學業情緒歷程模式:探析情緒調整策略的效果。國立成功大學教育研究所碩士論文。
趙曉美(2009)。國小高年級兒童在校情緒表現與教師介入策略之研究-教師的觀點。教育心理學報,41(2),405-425。
鄭衣婷(2007)。國中生學業情緒與學業成就之相關研究。國立成功大學教育研究所碩士論文。
蕭瑞玲(2002)。國小學童情緒調節及相關因素之研究 國小學童情緒調節及相關因素之研究。國立屏東師範學院教育心理與輔導研究所碩士論文。
賴英娟(2012)。國中生學業情緒之認知評估中介歷程:二階調節效果。國立成功大學教育研究所博士論文。
賴美璇(2006)。動機調整策略融入英語科之教學效果。國立成功大學教育研究所碩士論文。
簡嘉菱(2009)。自我決定動機與學業情緒模式之探討。國立成功大學教育研究所碩士論文。
簡嘉菱、程炳林(2013)。環境目標結構、自我決定動機與學業情緒之關係。教育心理學學報,44(3),713-733。
蘇嘉鈴、程炳林(2005)。國中生行動導向、目標導向與動機調整策略之關係。教育心理學報,36(4),395-415。
英文部分
Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students' continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4-12.
Barron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Blackwell, C., A. (1991). A correlational study of the cognitive-affective-conative domains in elementary students. AAC 9119567.
Brinckerhoff, R. F. (1985). Introducing social issues into science courses: Modules and a short-item approach. In R. W. Bybee (Ed.), Science technology society: 1985 yearbook of the national science teachers association (pp. 221-227). Washington, DC: The Association.
Cazan, A. M. (2012). Self regulated learning strategies-predictors of academic achievement. Procedia Social and Behavioral Sciences, 33, 104-108.
Cazan, A. M., & Anitei, M. (2010). Motivation, learning strategies and acadmic adjustement. Romanian Journal of Experimental Applied Psychology, 1(1), 61-69.
Carver, C. S., & Scheier, M. F. (2000). Scaling back goals and recalibration of the affect system are processes in normal adaptive self-regulation: Understanding response shift phenomena. Social Science & Medicine, 50, 1715-1722.
Corno, L. (1993). The best-laid plans: Modern conceptions and educational research. Educational Research, 22(2),14-22.
Corno, L. (1994). Student volition and education: Outcomes, influence, and pratices. In D. H., Schunk & B. J., Zimmerman (Eds.), Self-regulation of learning and performance (pp.229-254). Hillsdale, New Jersey, NJ: Lawrence Erlbaum Associates.
DeCuir-Gunby, J. T., Aultman, L. P. , & Schutz, P. A. (2009). Investigating transactions among motives, emotional regulation related to testing, and test emotions. The Journal of Experimental Education, 77 (4), 409–436.
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36, 25–35
Ekkekakis, P. (2012). The measurement of affect, mood, and emotion in exercise psychology. In G. Tenenbaum, R. C. Eklund, & A. Kamata (Eds.), Measurement in sport and exercise psychology (pp. 321-332). Champaign, IL: Human Kinetics.
Ellis, H. C., & Ashbrook, P. W. (1988). Resource allocation model of the effects of depressed mood states on memory. In K. Fiedler & J. Forgas (Eds.), Affect, cognition and social behavior (pp. 25-43). Toronto: C. J. Hogrefe.
Erbe, B. (2007). Reducing test anxiety while increasing learning: The cheat sheet. College Teaching, 55(3), 96-97.
Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22, 235-234.
Gross, J. (1998).The emerging field of emotion regualtion: An intergrative review. Review of General Psychology, 2(3), 271-299.
Gross, J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39 (3), 281-291.
Gross, J.J. (2007). Handbook of emotion regulation. New York, NY: Guilford Press.
Gross, J., & John, O. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85 (2), 348-362.
Isen, A. M. (2000). Positive affect and decision making. In M. Lewis & J. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 417-435). New York, NY: Guilford.
Joormann, J., & Gotlib, I. H. (2010). Emotion regulation in depression: Relation to cognitive inhibition. Cognition and Emotion, 24, 281-298.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
Linnenbrink, E. A., & Pintrich, P. R. (2004). Role of affect in cognitive processing in academic contexts. In D. Y. Dai & R. J. Sternberg (Eds)., Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development(pp.57-89). Mahwah, NJ: Lawrence Erlbaum.
Linnenbrink, E. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18 (4), 307-314.
Mega, C., Ronconi, L., & De Beni, R. (2013).What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1),121-131.
Meinhardt, J., & Pekrun, R. (2003). Additional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477-500.
Meyer, D. K., & Turner, J. C. (2007). Scaffolding emotions in classrooms. In P. A. Schultz & R. Pekrun (Eds.), Emotions in education (pp. 243-258). San Diego, CA: Elsevier Inc.
Muller, D., Judd, C. M., & Yzerbyt, V . Y . (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89, 852-863.
Neuderth, S., Jabs, B., & Schmidtke, A. (2009). Strategies for reducing test anxiety and optimizing exam preparation in German university students: A prevention-oriented pilot project of the university of Würzburg. Journal of Neural Transmission, 116(6), 785-790
Opitz, P. C., Gross, J. J., & Urry, H. L. (2012). Selection, optimization, and compensation in the domain of emotion regulation: Applications to adolescence, older age, and major depressive disorder. Social and Personality Psychology Compass, 6, 142-155.
Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2001). “What to learn from what we feel?: The role of students’ emotions in the mathematics classroom. In S. Volet, & S. Järvelä (Eds.).Motivation in learning contexts: Theoretical and methodological implications(pp. 149-167). Oxford, UK: Elsevier Science Ltd.
Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2007). Students’ emotions: A key component of self-regulated learning? In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 185-204). San Diego, CA: Elsevier Inc.
Parkinson, B., Totterdell, P., Briner, R. B., & Reynolds, S. (1996). Changing moods: The psychology of mood and mood regulation . New York, NY: Addison Wesley Longman.
Pekrun, R. (1992). Expectency-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski & K. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychological and health research (pp. 23-41). Washington, WA: Hemisphere.
Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human developmen (pp.143-163). Oxford, England: Elsevier Press.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506.
Pekrun, R. (2006). The control-value theory of achievement emotions:Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Pekrun, R., Elliot, A., & Maier, M. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101 (1), 115-135.
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. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego, CA: Elsevier Inc.
Pekrun, R., Goets, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ) - User’s manual. Department of Psychology, University of Münich.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Emotions in Education: A Special Issue of Educational Psychologist, 37(2), 91-105.
Pekrun, R., & Stephens, E. J. (2010). Achievement emotions in higher education. In J. C. Smart (Ed.), Handbook of theory and research, 25, 257-306. Oxford, England: Elsevier Press.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P. R. & De Groot E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), pp. 33-50.
Pintrich ,P. R., Marx ,R. W.,& Boyle ,R. A.(1993). Beyond cold conceptual change: The role of motivation beliefs and classroom contextual factors in the process of conceptual change . Review of educational Research, 63, 167-199.
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185-227.
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180. doi: 10.1007/s11218-007-9040-0
Quoidbach, J., Berry, E., Hansenne, M., & Mikolajczak, M. (2010). Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies. Personality and Individual Differences, 49, 368-373.
Schutz, P., & Davis, H. (2000). Emotions and self-regulation during test-taking. Educational Psychologist, 35(4), 243-256.
Schutz, P. A. & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134.
Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational Psychologist, 37(2), 125-134.
Schutz, P.A., Quijada, P. D., de Vries, S., & Lynde, M. (2010). Emotion in educational contexts. In B. McGaw, P. L. Peterson & E. Baker (Eds.), International Encyclopedia of Education,6, (pp. 591-596). Oxford: Elsevier.
Stoeber, L., & Pekrun, R. (2004). Advances in test anxiety research. Anxiety, Stress, and Coping, 17, 205-211.
Thompson, R. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development,59, 25-52.
Thompson, R. A., Meyer, S. C., & Jochem, R. (2008). Emotion regulation. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood d evelopment (pp. 431-441). Oxford, UK: Elsevier.
Turner, J. E., & Schallert, D. (2001). Expectance-value relationships of shame reacyions and shame resiliency. Journal of Educational Psychology, 93, 320-329.
Villavicencio, F. T., & Bernardo, A. B. I. (2012). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329-340.
Wigfield, A., & Eccles. J. S. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 59, 109-132.
Zeidner, M. (1998). Test anxiety: The state of the art. New York, NY: Plenum Press.
Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H., Schunk & B. J., Zimmerman (Eds.), Self-regulation of learning and performance (pp.3-24). Hillsdale, NY: Lawrence Erlbaum Associates.
Zimmerman, B. J. & Martinez-Pons M. (1988). Construct validation of a strategy model of student self-regulated learning, Journal of Educational Psychology, 89, 284-290.

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔