| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 99 === Abstract
The purpose of this study was to investigate the current status of junior high students’ perceived control, autonomy, and learning engagement, and to explore the relationships among these three variables.
The subjects were sampled from 24 schools of Taichung County(original), Taichung City(original), Changhua County, and Nantou County in Taiwan. The total 669 junior high school students were enrolled via stratified cluster random sampling method. They were consisted of 335 male and 334 female. The research instruments in the study included The Academic Perceived Control of Junior High School Students Scale, The Academic Self-Regulation Questionnaire, and The Rochester Assessment of Intellectual and Social Engagement.
The obtained data were analyzed by descriptive statistics, t-test, Pearson Product-moment Correlation, and Structural Equation Model. The main results were follows：
1.The junior high school students had high level of perceived control and control belief, in addition, they identified with “effort” more than “powerful others” of strategy belief, and they identified with “powerful others” more than “luck” of capability belief.
2.The junior high school students had medium level of automony, but insufficient for identification regulation and intrinsic motivation.
3.The junior high school students had more ” involved” and “participating” of behavior engagement, in addition, they had more “enjoyment” and less ”boredom” of emotion engagement.
4.There were no gender differences in perceived control, but differences from grade. The perceived control of the first grade students were higher than the second grade students.
5.There were no gender differences in autonomy, but differences from grade. The perceived control of the first grade students were higher than the second grade students.
6.There were gender differences in learning engagement, especially in the “involved” of female was higher than male, and the “boredom” of male was higher than female.
7.There are grade differences in learning engagement, especially in the “involved”, “participating”, “curiority”, and “enjoyment” of the first grade students were higher than the second grade students, but the “boredom” of the second grade students were higher than the first grade students.
8.There were significant positive correlation between perceived control and “involved”, “participating”, “persisting” of behavior engagement and “curiority”, “enjoyment” of emotion engagement. In addition, there were significant negative correlation between perceived control and “bordom” of emotion engagement.
9.There were significant positive correlation between autonomy and “involved”, “participating”, “persisting” of behavior engagement and “curiority”, “enjoyment” of emotion engagement. In addition, there were significant negative correlation between autonomy and “bordom” of emotion engagement.
10.Perceived control partially mediated the association between autonomy and behavior engagement, in other words, there was direct effect on autonomy to behavior engagement and there was partial effect on perceived control to behavior engagement, too.
11.Perceived control partially mediated the association between autonomy and emotion engagement, in other words, there was direct effect on autonomy to emotion engagement and there was partial effect on perceived control to emotion engagement, too.
According to the above of findings, this study provided some suggestions for school education, school guidance and the future studies.
Key words：perceived control, autonomy, learning engagement
|
|---|
