教師教學情緒、學生學業情緒與動機涉入之關係探究

The Relations of Teachers' Teaching Emotion, Students' Achievement Emotion, and Students' Motivational Engagement for Junior High School Students

10.6251/BEP.20161028

張映芬(Ying-Fen Chang)；程炳林(Bing-Lin Cherng)

正向情緒 ； 負向情緒 ； 教師教學情緒 ； 學生動機涉入 ； 學生學業情緒 ； Negative emotions ； Positive emotions ； Students' motivational engagement ； Students' achievement emotions ； Teachers' teaching emotions

教育心理學報

49卷1期（2017 / 09 / 01）

113 - 136

繁體中文

教師教學情緒在學生學習歷程中扮演重要角色，然而在當代教育心理學中，相較於學生學業情緒的研究，較少關注教師教學情緒。因此，本研究建構「教師教學情緒二階驗證性因素分析模式」針對教師教學情緒分類架構作探討，以及建構「教學情緒、學業情緒與動機涉入之關係模式」，分析教學情緒、學業情緒與動機涉入之關係。本研究抽取二批國二學生為樣本，共1083 人，以結構方程模式進行分析。研究結果顯示：（1）本研究建構的「教師教學情緒二階驗證性因素分析模式」、「教學情緒、學業情緒與動機涉入之關係模式」皆與觀察資料適配；（2）教師正向教學情緒正向預測學生正向學業情緒；教師負向教學情緒正向預測學生負向學業情緒；（3）學生正向學業情緒正向預測適應性動機涉入；學生負向學業情緒正向預測不適應性動機涉入。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來的建議。

Teachers’ teaching emotions play a significant role in students' learning processes. Compared with students’ achievement emotions, there is less focus on teachers’ teaching emotions in the current field of study in psychology. Therefore, the purpose of this study was to construct a second order confirmatory factor analysis (CFA) model of teachers' teaching emotions and a model of teaching emotions, achievement emotions, and motivational engagement to test how the two models fit with observed data and analyze the relationships among teachers' teaching emotions, students' achievement emotions, and students' motivational engagement. The participants were 1,083 junior high school students. Structural equation modeling was used to obtain the following results: (a) the second order CFA model of teachers' teaching emotions fit the observed data well, (b) the model of teaching emotions, achievement emotions, and motivational engagement fit the observed data well, (c) teachers' positive teaching emotions positively predicted students' positive achievement emotions; teachers' negative teaching emotions positively predicted students' negative achievement emotions, and (d) students' positive achievement emotions positively predicted adaptive motivational engagement; students' negative achievement emotions positively predicted maladaptive motivational engagement. Based on the findings in this research, implications for theory, practice, and further research were discussed.

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