A Study on Multilevel Analysis of Positive Emotions, Classroom Climate, Teacher’s Teaching Beliefs and Learning Self-efficacy

• Main Authors: Wang, Chiu-Fang, 王秋芳
• Other Authors: Hsiao, Chia-Chun
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/8xbcyv

博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 107 === The study aims to explore the influence of students’ positive emotions, classroom climate on learning self-efficacy and establish research mode by taking classroom climate as mediating variable and Teacher’s teaching beliefs as moderating variable to understand the influence relation among the variables and the contextual effect . The study objects were teachers and students of public elementary school in Kaohsiung, a small sampling 52 classes, a total of 52 teachers and 1124 students . Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between the class and student. The results found: 1. Students’ positive emotions has positive impact on learrning self-efficacy. 2. Classroom climate has impact on learning self-efficacy. 3. Teacher’s teaching beliefs has impact on learning self-efficacy. 4. Teacher’s teaching beliefs has impact on classroom climate. 5. Teacher’s teaching beliefs will affect the effect of learning self-efficacy through the intermediary of classroom climate. 6. Teacher’s teaching beliefs has moderating effect between students’ positive emotions and learning self-efficacy. Accoring to the the results of the study, the teachers of elementary school should attach importance of students’ positive emotion management, create a good classroom climate, strengthen the teachers' teaching beliefs to facilitate students' learning self-efficacy. Finally, based on the findings, the study can also be taken as a reference for the teachers of elementary schools, student counsellors, school adminstration, education authorities, and the future researchers in the future.