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| Title: | 學生學業情緒與學習投入關聯性之後設分析與MASEM方法驗證
Meta-analysis of correlations between academic emotions and student engagement with the validation by MASEM methods |
| Authors: | 黎佩欣
Li, Pei-Hsin |
| Contributors: | 余民寧
Yu, Min-Ning
黎佩欣
Li, Pei-Hsin |
| Keywords: | 學業情緒
學習投入
後設分析
後設分析取向的結構方程式模型
academic emotions
student engagement
meta-analysis
meta-analytic structural equation modeling |
| Date: | 2023 |
| Issue Date: | 2023-09-01 16:15:29 (UTC+8) |
| Abstract: | 本研究的目的在利用後設分析和後設分析取向的結構方程式模型（MASEM），探究不同學生學業情緒與學習投入之關聯性。本研究依據目的，以後設分析之研究流程訂定檢索策略，以及納入、排除條件後，蒐集符合本研究旨趣之國內外期刊及國內碩博士論文，最後根據納入與排除條件篩選出50篇文獻，共53個研究進行後續分析。本研究首先以後設分析探討各學業情緒與多向度學習投入之相關性，進而以結構方程式模型探討學業情緒（愉悅、焦慮、無聊）透過情緒投入影響行為投入與認知投入的直接與間接效果，本研究的結果如下：
一、學生愉悅情緒與自豪情緒與學習投入有正向關係。反之，學生的生氣情緒、焦慮情緒、無聊情緒、無望情緒則與學習投入有負向關係，然屬於負向抑制情緒的無聊、無望的效果較屬於負向激發情緒的生氣、焦慮的效果略大。
二、不同調節變項在各學業情緒與學習投入關係間扮演不同的角色。研究年代、參與者國家別、性別為愉悅情緒與行為投入關係之調節變項。學習科目與參與者國家別為焦慮情緒與行為投入關係的調節變項。研究年代與教育年段為無聊情緒與行為投入關係之調節變項，而參與者國家別與情緒類別為無聊情緒與認知投入關係之調節變項。
三、經結構方程式模型檢驗，情緒投入為愉悅、焦慮、無聊三種學業情緒與行為投入、認知投入的中介變項。首先愉悅情緒可透過情緒投入之中介效果，間接影響行為投入與認知投入。情緒投入亦部分中介無聊情緒與行為投入之關係。此外，情緒投入完全中介無聊情緒與認知投入之關係，且完全中介焦慮情緒與行為投入、認知投入之關係。
本研究依據研究結果進行討論，並據以提出教學與輔導以及對未來研究的相關建議，提供實務與後續研究之參考。
Given the increasing interest in understanding student academic emotions in recent years, this study explored relationships between student academic emotions and student engagement by utilizing meta-analysis and meta-analytic structural equation modeling (MASEM). In total, 50 articles (53 studies) met the inclusion criteria of this study, which consists of two parts. First, using meta-analysis, the study investigated the relationship between various academic emotions and student engagement. Secondly, based on the findings of the meta-analysis, this study used MASEM to investigate the mediating role of emotional engagement between three academic emotions (enjoyment, anxiety, and boredom) and two engagement dimensions (behavioral and cognitive). Results showed that: (1) Enjoyment and pride were positively correlated with all student engagement dimensions. Anger, anxiety, boredom, and hopelessness were negatively correlated with all student engagement dimensions. Notably, the mean effect sizes of boredom and hopelessness were slightly higher than those of anger and anxiety. (2) Research years, participants’ country, and gender were shown to be the moderators of enjoyment and behavioral engagement. The learning subject and participants’ country were moderators between anxiety and behavioral engagement. The research year and education stage were moderators between boredom and behavioral engagement, and the participants’ country and emotion types were the moderator between boredom and cognitive engagement. (3) MASEM showed that emotional engagement partly mediated the effect of enjoyment on behavioral and cognitive engagement. It fully mediates the effect of boredom on cognitive engagement and the effect of anger on behavioral and cognitive engagement. Based on the findings and discussions, the study concludes with an overall summary and provides considerations for schools and teachers as well as future research. |
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| Description: | 博士
國立政治大學
教育學系
102152515 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0102152515 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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