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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99726


    Title: 性別、自我效能及所知覺的學習環境對學習情緒之影響：線性混合模式在叢集資料之應用
    Other Titles: The Effects of Sex, Self-Efficacy and Perceived Learning Environment on the Achievement Emotions: Analyzing Clustered Data by Using Linear Mixed Models
    Authors: 巫博瀚;陸偉明;賴英娟
    Keywords: 學習情緒;正向心理學;聚合脈絡變數;多層次模型;促進國際閱讀素養研究（PIRLS）
    achievement/academic emotion;positive psychology;aggregate context variables;multilevel models;PIRLS
    Date: 2011-03
    Issue Date: 2016-08-08 11:13:40 (UTC+8)
    Abstract: 本研究採用線性混合模型探討個人層次與班級層次因素對學習情緒之影響。研究資料係取自Progress in Reading Literacy Study（PIRLS）所釋出之階層巢套資料，臺灣參與者計有4，589名（女生2，187名、男生2，402名），來自150個不同班級的國小四年級學生。本研究以線性混合模型進行多層次分析，結果顯示，個人層次因素（性別、自我效能）能有效解釋學習情緒的多數變異，班級層次因素（正向組織、班級平均閱讀理解能力）亦能有效預測學習情緒的變異。基於本研究結果，建議未來在提升學生學習情緒時，應重視並考量學習環境因素。最後，依據研究結果進行討論，並提出學習輔導與未來研究之相關建議。
    The present study is to investigate the relationships between individual- and class - level factors on academic emotions. Hierarchically nested data are from 4，589 fourth grade elementary school students (2，187 girls， 2，402 boys) from 150 classes in Taiwan participating in the Progress in Reading Literacy Study (PIRLS). The results of multilevel analyses in linear mixed models reveal that individual-level factors (sex and self-efficacy) account for most of the variance of academic emotions， and class-level factors (positive institute and class mean on reading) are also significant predictors of academic emotion. The present study confirms Control-value theory of achievement emotion. We also discuss some implications for educational practices and future research.
    Relation: 教育與心理研究, 34(1),29-54
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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