| Summary: | 碩士 === 東海大學 === 教育研究所在職專班 === 102 === The purpose of this study were to explore the relationships of perceived teacher’s Mathematics classroom psychological support, motivational regulation, and learning engagement. And it was to test the model fit in with the data observed of teacher’s classroom psychological support influenced learning engagement through motivation regulation ( autonomous motivation , controlled motivation ). The participants were 732 fifth and sixth grade students from 16 public schools ( 32 classes) in Taichung City. The instruments used in this study included the Teacher’s Classroom Psychological Support Scale, the Motivational Regulation Scale, and the Learning Engagement Scale. The data was analyzed with descriptive statistics method, Hotelling’s T2, Pearson’s correlation, and structural equation model to test the hypotheses raised in this study. The results of this study were summarized as follows:
1.The level of fifth and sixth grade elementary school students’ perceived teacher’s classroom psychological support, motivational regulation, and learning engagement was ranked as above average.
2.There were significant differences on gender and grade for teacher’s classroom psychological support, motivational regulation, and learning engagement. Moreover there was no significant difference on grade for autonomy support; there was significant difference on gender for introjected regulation.
3.There were positive and significant correlations among teacher’s classroom psychological support, motivational regulation, and learning engagement of fifth and sixth grade elementary school students.
4.The model constructed in this study could be used to well explain the empirically observed data.
5.The results show that teacher’s classroom psychological support had significant direct effects on autonomous motivation, controlled motivation, and learning engagement. Autonomous motivation and controlled motivation had significant direct effects on learning engagement. Teacher’s classroom psychological support had significant mediation effects on learning engagement through autonomous motivation and controlled motivation.
This study presented recommendations based on the results , to serve for educational personnel and future researchers.
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