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| 题名: | 教師態度、教師自我效能與學生學業成就關係之研究：後設分析取向結構方程模式之應用
The Relationships among Teachers’ Attitude, Teachers’ Self-Efficacy and Students Achievement : An Application of Meta-Analytic Structural Equation Modeling |
| 作者: | 黃韻庭
Huang, Yun-Ting |
| 贡献者: | 吳政達
黃韻庭
Huang, Yun-Ting |
| 关键词: | 教師態度
教師自我效能
學生學業成就
後設分析
結構方程模式
Teachers’ attitude
Teacher self-efficacy
Academic achievement
Meta-analysis
Structural equation modeling |
| 日期: | 2025 |
| 上传时间: | 2025-05-02 14:47:46 (UTC+8) |
| 摘要: | 本研究旨在探討教師態度、教師自我效能與學生學業成就之間的關聯性，並驗證教師自我效能在其中的中介角色。文獻指出，教師態度與自我效能是影響學生學業成就的重要因素，但三者間的交互作用尚未被系統性檢驗。本研究以社會認知理論（Bandura, 1997）為基礎，提出三項研究假設：第一，教師態度、自我效能與學生學業成就三者間呈正相關；第二，教師態度與自我效能對學生學業成就具有直接影響；第三，教師自我效能在教師態度與學生學業成就間具有中介效果。
本研究採用後設分析取向結構方程模式（Meta-Analytic Structural Equation Modeling, MASEM），整合32篇跨國實證研究（總樣本數N = 18,026）。第一階段運用隨機效果模型計算效果量（r值）並檢驗異質性；第二階段透過AMOS 24進行結構方程模式分析，驗證路徑關係及中介效果。結果顯示：一、教師態度與教師自我效能（r = .369）、教師態度與學生學業成就（r = .218）、自我效能與學生學業成就（r = .277）均達顯著正相關；二、教師態度對學生學業成就具有直接效果（β = .213），並透過自我效能產生間接效果（β = .100），中介效果佔總效果31.95%；三、高異質性（I² = 95.96%）顯示不同研究情境下的差異。
本研究結果支持社會認知理論，凸顯自我效能在教學中的樞紐角色。建議教育政策設計整合性教師培訓方案，以提升教師態度與自我效能，進而促進學生學習成效。同時，未來研究可採縱貫設計，探索變項間的動態關係及文化調節機制。
This study investigates the relationships among teachers’ attitude, self-efficacy, and students’ academic achievement, focusing on the mediating role of teacher self-efficacy. Based on Bandura’s (1997) social cognitive theory, three hypotheses were proposed: (1) positive correlations exist among teachers’ attitude, self-efficacy, and student achievement; (2) teachers’ attitude and self-efficacy directly impact student achievement; (3) self-efficacy mediates the relationship between teachers’ attitude and student achievement.
Using Meta-Analytic Structural Equation Modeling (MASEM), this study synthesized 32 cross-national empirical studies (total sample size N = 18,026). Random-effects models calculated effect sizes (r values) and heterogeneity in Stage 1; structural equation modeling via AMOS 24 tested path relationships and mediation effects in Stage 2. Results revealed: (1) significant positive correlations among attitude-self-efficacy (r = .369), attitude-achievement (r = .218), and self-efficacy-achievement (r=.277); (2) direct effects of attitude on achievement (β = .213) and indirect effects mediated by self-efficacy (β = .100), accounting for 31.95% of the total effect; (3) high heterogeneity (I² = 95.96%) indicating contextual variations.
Findings validate social cognitive theory, emphasizing self-efficacy as a pivotal mediator in teaching. Practical recommendations include integrated teacher development programs to enhance attitudes and efficacy for improved student outcomes. Future research should adopt longitudinal designs to explore dynamic relationships and cultural moderation mechanisms. |
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國立政治大學
學校行政碩士在職專班
110911021 |
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