The Relationships among Self-Efficacy, Intellectual Implicit Belief, Classroom Goal Structure and Learning Engagement on The 5th and 6th Elementary School Students in Taipei City

• Main Authors: Tzu-Ling Juan, 阮姿綾
• Other Authors: 李宜玫
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/04191866183156360849

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 102 === This study was designed to understand that if self-efficacy, intellectual implicit belief, classroom goal structure could predict learning engagement of the 5th and 6th grade students of elementary school in learning mathematics. This study focused on the 5th and 6th grade students in Taipei city and the valid questionnaires were 568 (306 boys and 262 girls). The researcher use four scales to collect data：”Intellectual Implicit Belief Scale”, “Classroom Goal Structure Scale”, “Self-Efficacy Scale” and “Learning Engagement Scale”. The data was analyzed through descriptive statistics, t-test, repeated measures ANOVA and hierarchical multiple regression analysis. The major results in this study were summarized as follows: 1.In learning mathematics, the 5th and 6th grade boys' self-efficacy, classroom performance goal structure and emotional engagement were significant higher than the girls’. The variable of gender showed significant difference in the factor of behavior cognitive engagement. The girls’ behavior cognitive engagement were higher than the boys’. 2.“Self-efficacy”, “classroom mastery goal structure”, “classroom performance goal structure”, “the interaction effects of self-efficacy and classroom mastery goal structure” and “the interaction effects of self-efficacy and classroom performance goal structure” can be used to predict learning engagement. 3.“Self-efficacy”, “classroom mastery goal structure”, “classroom performance goal structure” and “intellectual implicit entity belief” can be used to predict emotional engagement. 4.“Self-efficacy”, “classroom mastery goal structure”, “the interaction effects of self-efficacy and classroom mastery goal structure”, “the interaction effects of self-efficacy and classroom performance goal structure” and “the interaction effects of intellectual implicit entity belief and classroom performance goal structure” can be used to predict cognitive behavior engagement. Overall, in learning mathematics, there were gender differences in learning motivation. The student’s self-efficacy and the teacher’s classroom goal structure have positive effects on learning engagement. According to the results, this study is available as a reference for teaching and learning practice in the future.