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    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/154738


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/154738


    Title: 高中生知覺教師支持對其投入學習歷程檔案的影響：以焦慮及自我效能為中介變項
    Effect of Perceived Teacher Support on Senior High School Students’ Engagement in the Academic Portfolio: Mediating Roles of Anxiety and Self-efficacy
    Authors: 湯家偉;王俐淳
    Tang, Chia-Wei;Wang, Li-Chun
    Contributors: 教育學院
    Keywords: 自我效能;知覺教師支持;焦慮;學生投入;學習歷程檔案
    self-efficacy;perceived teacher support;anxiety;student engagement;academic portfolio
    Date: 2024-09
    Issue Date: 2024-12-12 09:27:32 (UTC+8)
    Abstract: 以社會認知理論為基礎，本研究探討學習歷程檔案制度實施後，高中生在製作學習歷程檔案「課程學習成果」與「多元表現」的過程中，其知覺教師支持、焦慮、自我效能及投入的現況與關係。研究對象為高雄及屏東地區的公立普通型高中共911位學生，以研究者改編之「課程學習成果」與「多元表現」知覺教師支持、學生焦慮、學生自我效能、學生投入量表，進行問卷調查。最後，進行描述統計分析及皮爾森積差相關係數瞭解變項之現況與相關情形，並以PROCESS軟體的第六個模式考驗模型之序列中介效果。研究發現：一、就平均數來看，在面對學習歷程檔案的「課程學習成果」與「多元表現」時，高中生感受到的教師支持、焦慮、自我效能及投入屬中等的程度；二、在控制性別及家庭社經地位後，「課程學習成果」與「多元表現」模型中，學生焦慮、學生自我效能皆對知覺教師支持與學生投入之關係產生序列中介的效果，此有助於對教師支持與學生學習歷程檔案投入關係有更完整的理解；三、焦慮對學生的影響並非全然負面，學生對課程學習成果及多元表現的焦慮能正向預測其投入。此外，不同性別、年級之高中生在「課程學習成果焦慮」、「多元表現焦慮」具有顯著差異，教師的支持與相關輔導作為應能針對這些差異做出調整，以幫助不同背景的學生克服製作學習歷程檔案過程中的困難。
    Teacher support is a critical factor influencing students’ active involvement in the learning process. A warm and nurturing classroom environment, cultivated by teachers, is instrumental in fostering students’ emotional and behavioral engagement with academic material. Bandura’s Social Cognitive Theory posits that individual behavior is a product of the interaction between the individual’s internal thoughts, the individual’s emotions, and the environment. Consequently, although teacher support influences student engagement, this relationship is mediated by students’ internal cognitive and emotional processes. In essence, the effects of teacher support extend beyond the immediate classroom. Teachers influence the psychological well-being of students and academic engagement.
    Relation: 教育科學研究期刊, Vol.69, No.3, pp.99-137
    Data Type: article
    DOI 連結: https://doi.org/10.6209/JORIES.202409_69(3).0004
    DOI: 10.6209/JORIES.202409_69(3).0004
    Appears in Collections:[教育學院] 期刊論文

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