The Relationship among Academic Emotions, Academic Burnout, and Learning Engagement and the Moderating Effect of Classroom Goal Structures.

• Main Authors: Kuan-ChuLin, 林冠竹
• Other Authors: Biing-Lin Cherng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/85904397179549794157

碩士 === 國立成功大學 === 教育研究所 === 103 === The purpose of the study were as follows: (a) To develop the Academic Burnout Inventory and examine the reliability and validity of it, and use it to explore the status of junior high school students’ academic burnout. (b) To examine the mediating effect of academic burnout between positive/negative academic emotions and learning engagement, and to examine the goodness of fit between the academic burnout process model proposed by the author and the observed data. (c) To analyze the moderating effect of classroom goal structures on the relation among academic burnout and learning engagement. The results of this study were summarized as follows: (a) The Academic Burnout Inventory developed in this study had good reliability and validity. By using it, the results show that junior high school students in Taiwan had academic burnout in Chinese. (b) In this study, the effects of academic emotions and learning engagement are mediated by academic burnout. And the academic burnout process model proposed by the author fitted well and could be used to explain the observed data in Taiwan. (c)The relation among academic burnout and learning engagement were moderated by classroom goal structures.