The Effects of Teachers' Autonomy Support, Achievement goal, Academic Emotion on Student Engagement of Junior High School Students─as case of PISA 2012

• Main Authors: CHIU, MING-CHI, 邱明琪
• Other Authors: WU, PO-HAN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/38v6tn

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 106 === Based on the control-value theory of academic emotion, this study investigates the effects of teachers' autonomy support on achievemant goal, academic emotion and student engagement of junior high school students and the mediational process. The study also verifies the result by the goodness of fit test with the theoratical model. The data uses the PISA programme for International Student Assessment (The Programme for International Student Assessment, referred to as PISA) in 2012 which released the questionnare B and the survey in Taiwan. The samples are 1,976 people. Through structral equation modeling, the results found: (1) Teachers' autonomy support will directly affects the junior high school students' achievemant goal and academic emotion, it will also indirectly influence student engagement mediated by achievemant goal and academic emotion; (2) Junior high school students' achievemant goal can positively influence the academic emotion and student engagement. It can also directly affect students engagement through academic emotion; (3) Academic emotion has a positive direct effect on student engagement; (4) The theoretical model constructed in this study is adapted to the empirical data. Finally, according to the results of the study, there are some suggestions for further study and recommendation in teaching.