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The Effects of Students’ Perceived Teachers’ Autonomy Support, Teachers’ Psychological Control, Self-Determination Motivation, Academic Emotions on Learning Engagement of Elementary School Students: Taking Math as Example
self-determination motivation; teachers’ psychological control;teachers’ autonomy support; learning engagement; academic emotions
|Issue Date:||2020-11-24 15:23:12 (UTC+8)|
The purpose of this study is to explore the effects of students’ perceived teachers’ autonomy support, teachers’ psychological control, self-determination motivation (i.e., autonomous motivation and controlled motivation) and academic emotions on learning engagement. Participants were 654 fifth- and sisth- graders students of elementary schools in Taiwan. The collected data were analyzed by Structural Equation Modeling. The results of this study were summarized as follows: (1) Teachers’ autonomous support can directly enhance students’ autonomous motivation. (2) Teachers’ psychological control can directly enhance students’ controlled motivation. (3) Students’ autonomous motivation can directly enhance positive academic emotions and decrease their negative academic emotions. (4) Students’ controlled motivation can directly decrease positive academic emotions and enhance their negative academic emotions. (5) Students’ positive academic emotions can promote learning engagement, but negative emotions show the opposite results. Finally, this study proposed exploring different subjects in the future studies so as to clarify the effects of teachers’ autonomous support and psychological control on the control-value appraisals of academic emotions as well as the influence of cognitive-motivational model.
|Relation:||教育與心理研究, 42(4), 33-63|
|Appears in Collections:||[Journal of Education ＆ Psychology] Journal Articles|
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