| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 105 === The present study explored the patterns of middle students’ school well-being (school engagement and school burnout) and overall well-being (depression and life satisfaction). The questionnaires were conducted to survey the school engagement, burnout, well-being, mathematics achievement emotions, and mathematics achievement of 696 secondary school students ranging from 12 to 14 years old. This study found that half of the students were involved in school learning, but nearly two-thirds of the students experienced learning burnout. However, in terms of physical and mental situation, most students were satisfied with their overall lives. Moreover, with respect to studying mathematics, most of the students expressed a certain degree of enjoyment or pride of learning. Nevertheless, more than half of the students felt anger, shame, and boredom.
Based on the Latent Class Analysis, the participants in the study were divided into four types; that is, the Engaged, the Stressed, the Burnout, and the Depressed. Their school engagement and life satisfaction were gradually decreasing in all of these four types while their school burnout and depression were on the rise. The Engaged had significantly higher achievement and positive learning emotions than the other three groups. The Burnout and the Stressed felt similarly in pride, same, and boredom.
The results showed that for most students their school engagement and burnout could significantly predict their mathematics learning emotions. Some of the positive and negative emotions in mathematics learning could predict the achievements of mathematics learning. From this study, the students with high degree of investment and low burnout had a great impact on their learning mood. Therefore, teachers are supposed to apply appropriate teaching methods to enhance students’ engagement. In addition, teachers may improve students’ achievement by reducing learning burnout to promote positive learning emotions and eliminating negative emotions to enhance students’ learning efficiency.
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