國中資優生學業自我概念與學習投入關係：恆毅力之中介效果之探討

The Relationship between the Academic Self-Concept of Gifted Adolescents and Learning Engagement: The Mediating Effect of the Grit

10.7034/DSE.202206_(73).0001

侯雅齡(Ya-Ling Ho)

學業自我概念 ； 學習投入 ； 恆毅力 ； 中介效果 ； academic self-concept ； learning engagement ； grit ； mediation effect

特殊教育發展期刊

73期（2022 / 06 / 01）

1 - 12

繁體中文

本研究旨在探討國中資優生的恆毅力在學業自我概念與學習投入之間的中介效果。研究對象為全國70所國中共計799位七年級數理資優學生。研究工具包含國中學業自我概念量表、學習投入量表以及恆毅力量表。透過結構方程模式進行路徑分析。研究結果顯示恆毅力為國中資優生學業自我概念對學習投入的完全中介變數，亦即學業自我概念可以透過恆毅力對學習投入產生影響。

The study aimed to explore the relationships among the Academic Self-Concept, Learning Engagement, and Grit of math and science gifted students. The participants included 799 students in 70 junior high schools in Taiwan. Three concepts in this study were measured by the math and science gifted students Academic Self-Concepts Scale, the math and science gifted students Learning Engagement Scale and the math and science gifted students Grit Scale. The results show that the Grit of math and science gifted students play a mediating role of their Academic Self-concept and Learning Engagement, that is, Academic Self-concept can affect Learning Engagement through Grit.

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