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研究生:王秋芳
研究生(外文):Wang, Chiu-Fang
論文名稱:國小學生正向情緒、班級氣氛與教師教學信念對學習自我效能感之多層次研究
論文名稱(外文):A Study on Multilevel Analysis of Positive Emotions, Classroom Climate, Teacher’s Teaching Beliefs and Learning Self-efficacy
指導教授:蕭佳純蕭佳純引用關係
指導教授(外文):Hsiao, Chia-Chun
口試委員:鄭新輝凃金堂
口試日期:2018-01-11
學位類別:博士
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:149
中文關鍵詞:正向情緒班級氣氛教師教學信念學習自我效能感
外文關鍵詞:Positive EmotionsClassroom ClimateTeacher’s Teaching BeliefsLearning Self-efficacy
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本研究主旨在探討國小學生正向情緒、班級氣氛、教師教學信念對學生學習自我效能感的影響,並以班級氣氛為中介變項,探討教師教學信念透過班級氣氛對學習自我效能感的影響,以及以教師教學信念為調節變項,探討教師教學信念在正向情緒與學習自我效能感之間的調節效果。研究對象為高雄市公立國民小學的教師與學生,取樣52個班級,共52位教師和1124位學生,並運用階層線性模式(HLM)來分析學生層次與班級層次之間各變項的影響。
研究結果發現:一、學生正向情緒對於學習自我效能感有正向影響;二、班級氣氛對於學習自我效能感有影響;三、教師教學信念對於學生學習自我效能感有影響,四、教師教學信念對班級氣氛有影響;五、教師教學信念會透過班級氣氛的中介對學生學習自我效能感產生間接影響;六、教師教學信念在學生正向情緒與學習自我效能感之間具有調節效果。
依據研究結果,國小教師應重視學生正向情緒的管理,同時營造良好的班級氣氛,更須強化教師個人教學信念,以利於提升學生的學習自我效能感。最後,依據研究結果提出建議,俾供國小教師、學生輔導、學校行政、教育政策規劃及後續研究者之參考。

The study aims to explore the influence of students’ positive emotions, classroom climate on learning self-efficacy and establish research mode by taking classroom climate as mediating variable and Teacher’s teaching beliefs as moderating variable to understand the influence relation among the variables and the contextual effect . The study objects were teachers and students of public elementary school in Kaohsiung, a small sampling 52 classes, a total of 52 teachers and 1124 students . Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between the class and student.
The results found: 1. Students’ positive emotions has positive impact on learrning self-efficacy. 2. Classroom climate has impact on learning self-efficacy. 3. Teacher’s teaching beliefs has impact on learning self-efficacy. 4. Teacher’s teaching beliefs has impact on classroom climate. 5. Teacher’s teaching beliefs will affect the effect of learning self-efficacy through the intermediary of classroom climate. 6. Teacher’s teaching beliefs has moderating effect between students’ positive emotions and learning self-efficacy.
Accoring to the the results of the study, the teachers of elementary school should attach importance of students’ positive emotion management, create a good classroom climate, strengthen the teachers' teaching beliefs to facilitate students' learning self-efficacy. Finally, based on the findings, the study can also be taken as a reference for the teachers of elementary schools, student counsellors, school adminstration, education authorities, and the future researchers in the future.

中文摘要 i
ABSTRACT ii
謝 辭 iii
目次 iv
表目次 vii
圖目次 ix
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究問題 6
第四節 名詞釋義 7
第五節 研究流程 9
第二章 文獻探討與假設推導 11
第一節 學習自我效能感的意涵與相關研究 11
壹、學習自我效能感的定義 11
貳、學習自我效能感的內涵與衡量 12
參、學習自我效能感理論及相關研究 14
第二節 學生正向情緒的意涵與相關研究 17
壹、正向情緒的定義 17
貳、正向情緒的內涵與衡量 18
叁、正向情緒與學習自我效能感的關聯性 19
第三節 班級氣氛的意涵與相關研究 22
壹、班級氣氛的定義 22
貳、班級氣氛的內涵與衡量 23
參、班級氣氛與學習自我效能感的關聯性 25
第四節 教師教學信念的意涵與相關研究 28
壹、教師教學信念的定義 28
貳、教學信念的內涵與衡量 29
參、教師教學信念與學習自我效能感的關聯性 32
第五節 教師教學信念的中介效果與調節效果 35
壹、教師教學信念的中介效果 35
貳、教師教學信念的調節效果 38
第三章 研究設計與實施 41
第一節 研究架構 41
第二節 研究假設 43
第三節 研究對象與取樣 44
第四節 研究工具編製與衡量 46
壹、學習自我效能感量表 46
貳、正向情緒量表 54
參、班級氣氛量表 63
肆、教學信念量表 72
第五節 資料分析與方法 85
第四章 研究結果分析與討論 87
第一節 描述性統計與相關分析 87
壹、個人背景資料之現況分析 87
貳、學生學習自我效能感、正向情緒、班級氣氛與教師教學信念生之現況分析 88
參、學生正向情緒、班級氣氛、教師教學信念與學生學習自我效能感之相關分析 90
第二節 學生正向情緒、班級氣氛、教師教學信念與學生學習自我效能感之階層線性模式分析 94
壹、研究假設之驗證 94
貳、綜合討論 110
第五章 結論與建議 119
第一節 研究結論 119
第二節 研究建議 123
壹、對教師教學的建議 123
貳、對未來研究之建議 125
參考文獻 127
附件一 專家學者與教育現場人員名單 139
附件二 專家意見 140
附件三 正式問卷(學生用) 145
附件四 正式問卷(教師用) 148


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