Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例
The effect of teacher support on basic needs and learning engagement in Taiwanese high school context作者 林哲立
Lin, Che-Li貢獻者 吳靜吉<br>詹志禹
林哲立
Lin, Che-Li關鍵詞 自我決定理論
基本需求
行為投入
情緒投入
自主支持
self-determination theory
basic needs
behavioral engagement
emotional engagement
autonomy support日期 2009 上傳時間 9-Dec-2010 09:29:23 (UTC+8) 摘要 教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例本研究之目的在探討在自我決定理論架構下，教師支持(teacher support)、心理需求(basic needs)，以及學習投入(learning engagement)三變項間的關係。本研究針對台灣地區共八所高中之高中學生為研究對象，進行問卷調查有效樣本為945人。針對研究工具進行探索性因素分析與驗證性因素分析，並以結構方程模式檢驗本研究之假設模式，研究結果如下。教師支持與基本需求的關係方面，教師的自主支持(teacher autonomy support)可以顯著的預測能力需求的滿足與學習投入，此結果呈現了自主支持的教學在台灣地區高中情境的跨文化應用。其次，教師投入(teacher involvement)可顯著的預測關連性的需求滿足與學習投入，此結果說明了教師的關心與支持對高中學生的重要性。 再者，不同過去的研究結果，能力需求的滿足則負向的預測行為投入與情緒投入；此結果呈現了課堂情境因素的重要性，可能影響學生之上課投入情形的因素，包括教師的教學方法、教室目標結構，以及學生知覺課堂活動的挑戰性與重要性等。最後，本研究也發現，教師支持中的結構（structure）對於自主需求(need of autonomy)有負向的影響，即學生對於自主的需求較高者，對於教師的結構性教學會有負向的回應，這也說明了學習者在需求滿足（我覺得）與需求（我想要）兩者上的差異。本研究建議未來的研究進一步探討需求滿足與需求對於學習與教師知覺上的差異情形，並且針對教師結構之問卷進行本土化的概念建構，亦可進一步探討教師支持與需求滿足間的調節效果或針對這些變項進行長期的調查或課室觀察。
The effect of Teacher Support on Basic Needs and Learning Engagement in Taiwanese high school contextAbstractBased on self-determination theory, the relationships among teacher support, basic needs, and learning engagement were examined. With a total of nine hundred and forty five valid participants from eight Taiwanese high schools, structure equation modeling was used to explore the propose model. The main results of the present study are as follows: Teacher autonomy support was the most predictive variable in explaining both behavioral and emotional engagement, which indicated the cross-cultural application of autonomy-supportive teaching in high school context in a collectivistic country. Moreover, teacher involvement could significantly affect basic need of relatedness and learning engagement, which showed that teachers’ caring and understanding should not be ignored in high school context. Also, this study found the differences between need satisfaction and needs among learners, which leaded to distinct results in reacting to teaching behaviors. Additionally, different from previous studies, this study found that basic need of competence predicted negatively to learning engagement. The specific features of classroom goal structure or teaching methods in Taiwanese high school classrooms might be the plausible explanations.參考文獻 Ames, C. (1992). Classrooms - goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795-809.
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students` engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
Bao, X., & Lam, S. (2008). Who makes the choice? rethinking the role of autonomy and relatedness in Chinese children`s motivation. Child Development, 79(2), 269-283.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning - sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.
Belmont, M., Skinner, E. A., Wellborn, J., & Connell, J. P. (1992). Teacher as social context (TASC): Two measures of teacher provision of involvement, structure, and autonomy support: Student report measure. Technical Report, University of Rochester, Rochester, NY.
Brophy, J. (2008). Developing students` appreciation for what is taught in school. Educational Psychologist, 43(3), 132-141.
Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94(2), 372-380.
Chien, C. L. (2009). The analysis of self-determined motivation and academic emotions model. Unpublished master thesis, National Cheng Kung University, Taiwan. [ Text in Chinese]
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in russian and US adolescents - common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618-635.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
d`Ailly, H. (2003). Children`s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95(1), 84-96.
Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. Elementary School Journal, 106(3), 193-223.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale - self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education - The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life`s domains. Canadian Psychology-Psychologie Canadienne, 49(1), 14-23.
Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta-analysis across 13 societies. Journal of Educational Research, 102(2), 99-110.
Downie, M., Koestner, R., ElGeledi, S., & Cree, K. (2004). The impact of cultural internalization and integration on well-being among tricultural individuals. Personality and Social Psychology Bulletin, 30(3), 305-314.
Filak,V.F., & Sheldon, K.M. (2003). Students psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23(3), 235-247.
Flowerday, T., & Schraw, G. (2000). Teacher beliefs about instructional choice: A phenomenological study. Journal of Educational Psychology, 92(4), 634-645.
Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99-110.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance - toward a structural model. Contemporary Educational Psychology, 20(3), 257-274.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children`s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Garcia, T., & Pintrich, P. R. (1996). The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology, 21(4), 477-486.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students` cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462-482.
Gonida, Voulala, and Kiosseoglou (2009) students’ achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53-60.
Green, S. K., & Gredler, M. E. (2002). A review and analysis of constructivism for school-based practice. School Psychology Review, 31(1), 53-70.
Haenze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41.
Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students` intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2), 347-356.
Hardre, P., Chen.,C., Huang, S.H., Chiang, C.T.,Jen, F.L., & Warden, L.(2006). Factors affecting high school studnets’ academic motivation in Taiwan. Asian Pacific Journal of Education, 26(2), 189-207.
Hijzen, D., Boekaerts, M., & Vedder, P. (2007). Exploring the links between students` engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom. Learning and Instruction, 17(6), 673-687.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
Hsieh, S. Y. (2008). Categories and factors of junior high school students’ academic learning goals. Unpublished master thesis, National Cheng Kung University, Taiwan. [ Text in Chinese]
Hsueh, S. W. (2009). Related factors of learning interest for junior high school students. Unpublished master thesis, National Cheng Kung University, Taiwan. [ Text in Chinese]
Jang, H. (2008). Supporting students` motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798-811.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644-661.
Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208.
Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429-442.
Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The implications for academic adjustment during early adolescence. Journal of Educational Psychology, 100(2), 417-428.
Klusmann, U., Kunter, M., Trautwein, U., Luedtke, O., & Baumert, J. (2008). Teachers` occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715.
Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. Journal of Social Psychology, 139(3), 355-368.
Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395.
Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.
Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68-84.
Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children`s academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82.
Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.
Mills, M. J., & Fullagar, C. J. (2008). Motivation and flow: Toward an understanding of the dynamics of the relation in architecture students (vol 142, pg 533, 2008). Journal of Psychology, 142(6), 655-655.
Otis, N., & Pelletier, L. G. (2005). A motivational model of daily hassles, physical symptoms, and future work intentions among police officers. Journal of Applied Social Psychology, 35(10), 2193-2214.
Oliver, E. J., Markland, D., Hardy, J., & Petherick, C. M. (2008). The effects of autonomy-supportive versus controlling environments on self-talk. Motivation and Emotion, 32(3), 200-212.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270-300.
Pelletier, L. G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers` motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196.
Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12.
Raphael, L. M., Pressley, M., & Mohan, L. (2008). Engaging instruction in middle school classrooms: An observational study of nine teachers. Elementary School Journal, 109(1), 61-81.
Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746.
Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students` motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), 341-371.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106(3), 225-236.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-548.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183-207.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students` engagement by increasing teachers` autonomy support. Motivation and Emotion, 28(2), 147-169.
Reeve, J., & Jang, H. S. (2006). What teachers say and do to support students` autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218.
Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392.
Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26(4), 419-435.
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents` psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774.
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents` motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization - examining reasons for acting in 2 domains. Journal of Personality and Social Psychology, 57(5), 749-761.
Ryan, R. M., & Deci, E. L. (2000 a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2000 b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.
Schraw, G., Flowerday, T., & Reisetter, M. F. (1998). The role of choice in reader engagement. Journal of Educational Psychology, 90(4), 705-714.
Sheldon, K. M., Ryan, R., & Reis, H. T. (1996). What makes for a good day? competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22(12), 1270-1279.
Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33(6), 883-897.
Shih, S. (2008). The relation of self-determination and achievement goals to Taiwanese eighth graders` behavioral and emotional engagement in schoolwork. Elementary School Journal, 108(4), 313-334.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom - reciprocal effects of teacher-behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection conceptualization and assessment of children`s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
Skinner, E., Marchand, G., Furrer, C., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781.
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.
Tapola, A., & Niemivirta, M. (2008). The role of achievement goal orientations in students` perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78, 291-312.
Tsai, Y., Kunter, M., Luedtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100(2), 460-472.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176.
Vansteenkiste, M., Zhou, M. M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483.
Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1-12.
Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97(1), 23-31.
Waterman, A. S. (2005). When effort is enjoyed: Two studies of intrinsic motivation for personally salient activities. Motivation and Emotion, 29(3), 165-188.
Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, New York.
Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911-933.描述 博士
國立政治大學
教育研究所
93152512
98資料來源 http://thesis.lib.nccu.edu.tw/record/#G0931525121 資料類型 thesis dc.contributor.advisor 吳靜吉<br>詹志禹 zh_TW dc.contributor.author (Authors) 林哲立 zh_TW dc.contributor.author (Authors) Lin, Che-Li en_US dc.creator (作者) 林哲立 zh_TW dc.creator (作者) Lin, Che-Li en_US dc.date (日期) 2009 en_US dc.date.accessioned 9-Dec-2010 09:29:23 (UTC+8) - dc.date.available 9-Dec-2010 09:29:23 (UTC+8) - dc.date.issued (上傳時間) 9-Dec-2010 09:29:23 (UTC+8) - dc.identifier (Other Identifiers) G0931525121 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/49789 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育研究所 zh_TW dc.description (描述) 93152512 zh_TW dc.description (描述) 98 zh_TW dc.description.abstract (摘要) 教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例本研究之目的在探討在自我決定理論架構下，教師支持(teacher support)、心理需求(basic needs)，以及學習投入(learning engagement)三變項間的關係。本研究針對台灣地區共八所高中之高中學生為研究對象，進行問卷調查有效樣本為945人。針對研究工具進行探索性因素分析與驗證性因素分析，並以結構方程模式檢驗本研究之假設模式，研究結果如下。教師支持與基本需求的關係方面，教師的自主支持(teacher autonomy support)可以顯著的預測能力需求的滿足與學習投入，此結果呈現了自主支持的教學在台灣地區高中情境的跨文化應用。其次，教師投入(teacher involvement)可顯著的預測關連性的需求滿足與學習投入，此結果說明了教師的關心與支持對高中學生的重要性。 再者，不同過去的研究結果，能力需求的滿足則負向的預測行為投入與情緒投入；此結果呈現了課堂情境因素的重要性，可能影響學生之上課投入情形的因素，包括教師的教學方法、教室目標結構，以及學生知覺課堂活動的挑戰性與重要性等。最後，本研究也發現，教師支持中的結構（structure）對於自主需求(need of autonomy)有負向的影響，即學生對於自主的需求較高者，對於教師的結構性教學會有負向的回應，這也說明了學習者在需求滿足（我覺得）與需求（我想要）兩者上的差異。本研究建議未來的研究進一步探討需求滿足與需求對於學習與教師知覺上的差異情形，並且針對教師結構之問卷進行本土化的概念建構，亦可進一步探討教師支持與需求滿足間的調節效果或針對這些變項進行長期的調查或課室觀察。 zh_TW dc.description.abstract (摘要) The effect of Teacher Support on Basic Needs and Learning Engagement in Taiwanese high school contextAbstractBased on self-determination theory, the relationships among teacher support, basic needs, and learning engagement were examined. With a total of nine hundred and forty five valid participants from eight Taiwanese high schools, structure equation modeling was used to explore the propose model. The main results of the present study are as follows: Teacher autonomy support was the most predictive variable in explaining both behavioral and emotional engagement, which indicated the cross-cultural application of autonomy-supportive teaching in high school context in a collectivistic country. Moreover, teacher involvement could significantly affect basic need of relatedness and learning engagement, which showed that teachers’ caring and understanding should not be ignored in high school context. Also, this study found the differences between need satisfaction and needs among learners, which leaded to distinct results in reacting to teaching behaviors. Additionally, different from previous studies, this study found that basic need of competence predicted negatively to learning engagement. The specific features of classroom goal structure or teaching methods in Taiwanese high school classrooms might be the plausible explanations. en_US dc.description.tableofcontents Abstract iList of Tables viList of Figures viiiChapter One Introduction 11.1 Research Motivation 11.2 Research questions 31.3 Definitions of Terms 4Chapter Two Literature Review 62.1 Self-determination theory 62.1.1 Self-determined motivation 72.1.2 Learning Engagement 92.1.3 Basic Needs 112.2 Teacher support 152.2.1 Teacher Autonomy support 172.2.2 Teacher Structure 222.2.3 Teacher Involvement 242.3 Summary of literature review 26Chapter Three Methodology 273.1 Research Design 273.2 Participants 283.3 Instrument 293.3.1 Basic Needs 303.3.2 Teacher Support. 393.3.3 Learning Engagement 49Chapter Four Results 564.1 The fitness indicators of the proposed model 564.2 Path analysis among teacher support, basic needs, and learning engagement 644.2.1 Teacher Support and Basic Needs 684.2.2 Teacher Support and Learning Engagement 694.2.3 Basic needs and learning engagement 704.3 Reduced form of the significant model 71Chapter Five Discussion 765.1 General findings of the present study 765.2 The effect of teacher autonomy support 775.2.1 Teacher autonomy support and need of competence 775.2.2 Need of competence and learning engagement 785.2.3 Teacher autonomy support and need of autonomy 805.2.4 Teacher autonomy support and learning engagement 815.3 The effect of teacher involvement 845.3.1 Need of relatedness and learning engagement 855.4 The effect of teacher support of structure 875.4.1 Teacher support of structure and need of autonomy 875.5 Conclusion 895.6 Limitations and suggestions for future research 90References 91Appendix 101Appendix A Basic Need Satisfaction in general (original scale) 101Appendix B Basic Needs scale 102Appendix C Student Report of Teacher Context (original scale) 103Appendix D Teacher Support scale 105Appendix E Engagement vs. Disaffection with Learning 106(original scale) 106Appendix F Learning Engagement scale 107Appendix G Item correlations of Basic Needs scale 108Appendix H Item correlations of Teacher Support scale 109Appendix I Item correlations of Learning Engagement scale 110 List of Tables Table 3.1 Distribution of gender, grade, and surveyed schools of samples 28Table 3.2 Factor loadings of Basic Needs scale 33Table 3.3 CFA indices of Basic Needs scale 35Table 3.4 Reliability indices and Average variance extracte of Basic Needs scale 36Table 3.5 The parameters of CFA in Basic Needs scale 37Table 3.6 Factor loadings of Teacher Support scale 42Table 3.7 CFA indices of Teacher Support scale 43Table 3.8 Reliability indexes and Average variance extracte of Teacher Support scale 45Table 3.9 The parameters of CFA in Teacher Support scale 47Table 3.10 Factor loadings of Learning Engagement scale 50Table 3.11 CFA indices of Learning Engagement scale 52Table3.12 Reliability indices and Average variance extracte of Learning Engagement scale 53Table 3.13 The parameters of CFA in Learning Engagement scale 54Table 4.1 Zero-order correlation of the variables 57Table 4.2 The fit indices of present SEM model 60Table 4.3 Reliability indices and Average variance extracte of all scales in the model 61Table 4.4 All parameters of the present SEM model 66Table 4.5 The effect of latent variables in SEM model 73Table 4.6 The fit indices of the reduced significant model compared with the significant model 75 List of FiguresFigure 2.1 The self-system model of motivational development 16Figure.2.2 Four teacher characteristics within the provision of a high-quality teacher-student relationship promoting motivation and engagement. 25Figure 3.1 The hypothesized model of the relationship among teacher support, basic needs and engagement 27Figure 3.2 CFA diagram of Basic Needs scale 38Figure 3.3 CFA diagram of Teacher Support scale 48Figure 3.4 CFA diagram of Learning Engagement scale 55Figure 4.1 The parameter indicators of the hypothesized SEM model 65Figure 4.2 Significant paths of the hypothesized model. 72Figure 4.3 Reduced form of the significant relationship between teacher support and learning engagement 75 zh_TW dc.format.extent 554517 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0931525121 en_US dc.subject (關鍵詞) 自我決定理論 zh_TW dc.subject (關鍵詞) 基本需求 zh_TW dc.subject (關鍵詞) 行為投入 zh_TW dc.subject (關鍵詞) 情緒投入 zh_TW dc.subject (關鍵詞) 自主支持 zh_TW dc.subject (關鍵詞) self-determination theory en_US dc.subject (關鍵詞) basic needs en_US dc.subject (關鍵詞) behavioral engagement en_US dc.subject (關鍵詞) emotional engagement en_US dc.subject (關鍵詞) autonomy support en_US dc.title (題名) 教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例 zh_TW dc.title (題名) The effect of teacher support on basic needs and learning engagement in Taiwanese high school context en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Ames, C. (1992). Classrooms - goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. zh_TW dc.relation.reference (參考文獻) Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795-809. zh_TW dc.relation.reference (參考文獻) Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413. zh_TW dc.relation.reference (參考文獻) Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students` engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278. zh_TW dc.relation.reference (參考文獻) Bao, X., & Lam, S. (2008). Who makes the choice? rethinking the role of autonomy and relatedness in Chinese children`s motivation. Child Development, 79(2), 269-283. zh_TW dc.relation.reference (參考文獻) Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning - sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. zh_TW dc.relation.reference (參考文獻) Belmont, M., Skinner, E. A., Wellborn, J., & Connell, J. P. (1992). Teacher as social context (TASC): Two measures of teacher provision of involvement, structure, and autonomy support: Student report measure. Technical Report, University of Rochester, Rochester, NY. zh_TW dc.relation.reference (參考文獻) Brophy, J. (2008). Developing students` appreciation for what is taught in school. Educational Psychologist, 43(3), 132-141. zh_TW dc.relation.reference (參考文獻) Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94(2), 372-380. zh_TW dc.relation.reference (參考文獻) Chien, C. L. (2009). The analysis of self-determined motivation and academic emotions model. Unpublished master thesis, National Cheng Kung University, Taiwan. [ Text in Chinese] zh_TW dc.relation.reference (參考文獻) Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in russian and US adolescents - common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618-635. zh_TW dc.relation.reference (參考文獻) Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. zh_TW dc.relation.reference (參考文獻) d`Ailly, H. (2003). Children`s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95(1), 84-96. zh_TW dc.relation.reference (參考文獻) Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. Elementary School Journal, 106(3), 193-223. zh_TW dc.relation.reference (參考文獻) Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27. zh_TW dc.relation.reference (參考文獻) Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale - self-determination in personality. Journal of Research in Personality, 19(2), 109-134. zh_TW dc.relation.reference (參考文獻) Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. zh_TW dc.relation.reference (參考文獻) Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. zh_TW dc.relation.reference (參考文獻) Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education - The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. zh_TW dc.relation.reference (參考文獻) Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life`s domains. Canadian Psychology-Psychologie Canadienne, 49(1), 14-23. zh_TW dc.relation.reference (參考文獻) Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta-analysis across 13 societies. Journal of Educational Research, 102(2), 99-110. zh_TW dc.relation.reference (參考文獻) Downie, M., Koestner, R., ElGeledi, S., & Cree, K. (2004). The impact of cultural internalization and integration on well-being among tricultural individuals. Personality and Social Psychology Bulletin, 30(3), 305-314. zh_TW dc.relation.reference (參考文獻) Filak,V.F., & Sheldon, K.M. (2003). Students psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23(3), 235-247. zh_TW dc.relation.reference (參考文獻) Flowerday, T., & Schraw, G. (2000). Teacher beliefs about instructional choice: A phenomenological study. Journal of Educational Psychology, 92(4), 634-645. zh_TW dc.relation.reference (參考文獻) Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99-110. zh_TW dc.relation.reference (參考文獻) Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance - toward a structural model. Contemporary Educational Psychology, 20(3), 257-274. zh_TW dc.relation.reference (參考文獻) Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. zh_TW dc.relation.reference (參考文獻) Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children`s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. zh_TW dc.relation.reference (參考文獻) Garcia, T., & Pintrich, P. R. (1996). The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology, 21(4), 477-486. zh_TW dc.relation.reference (參考文獻) Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students` cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462-482. zh_TW dc.relation.reference (參考文獻) Gonida, Voulala, and Kiosseoglou (2009) students’ achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53-60. zh_TW dc.relation.reference (參考文獻) Green, S. K., & Gredler, M. E. (2002). A review and analysis of constructivism for school-based practice. School Psychology Review, 31(1), 53-70. zh_TW dc.relation.reference (參考文獻) Haenze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41. zh_TW dc.relation.reference (參考文獻) Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students` intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2), 347-356. zh_TW dc.relation.reference (參考文獻) Hardre, P., Chen.,C., Huang, S.H., Chiang, C.T.,Jen, F.L., & Warden, L.(2006). Factors affecting high school studnets’ academic motivation in Taiwan. Asian Pacific Journal of Education, 26(2), 189-207. zh_TW dc.relation.reference (參考文獻) Hijzen, D., Boekaerts, M., & Vedder, P. (2007). Exploring the links between students` engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom. Learning and Instruction, 17(6), 673-687. zh_TW dc.relation.reference (參考文獻) Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. zh_TW dc.relation.reference (參考文獻) Hsieh, S. Y. (2008). Categories and factors of junior high school students’ academic learning goals. Unpublished master thesis, National Cheng Kung University, Taiwan. [ Text in Chinese] zh_TW dc.relation.reference (參考文獻) Hsueh, S. W. (2009). Related factors of learning interest for junior high school students. Unpublished master thesis, National Cheng Kung University, Taiwan. [ Text in Chinese] zh_TW dc.relation.reference (參考文獻) Jang, H. (2008). Supporting students` motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798-811. zh_TW dc.relation.reference (參考文獻) Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644-661. zh_TW dc.relation.reference (參考文獻) Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208. zh_TW dc.relation.reference (參考文獻) Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429-442. zh_TW dc.relation.reference (參考文獻) Kiefer, S. M., & Ryan, A. M. (2008). Striving for social dominance over peers: The implications for academic adjustment during early adolescence. Journal of Educational Psychology, 100(2), 417-428. zh_TW dc.relation.reference (參考文獻) Klusmann, U., Kunter, M., Trautwein, U., Luedtke, O., & Baumert, J. (2008). Teachers` occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715. zh_TW dc.relation.reference (參考文獻) Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. Journal of Social Psychology, 139(3), 355-368. zh_TW dc.relation.reference (參考文獻) Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395. zh_TW dc.relation.reference (參考文獻) Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582. zh_TW dc.relation.reference (參考文獻) Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196. zh_TW dc.relation.reference (參考文獻) Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68-84. zh_TW dc.relation.reference (參考文獻) Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children`s academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82. zh_TW dc.relation.reference (參考文獻) Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365. zh_TW dc.relation.reference (參考文獻) Mills, M. J., & Fullagar, C. J. (2008). Motivation and flow: Toward an understanding of the dynamics of the relation in architecture students (vol 142, pg 533, 2008). Journal of Psychology, 142(6), 655-655. zh_TW dc.relation.reference (參考文獻) Otis, N., & Pelletier, L. G. (2005). A motivational model of daily hassles, physical symptoms, and future work intentions among police officers. Journal of Applied Social Psychology, 35(10), 2193-2214. zh_TW dc.relation.reference (參考文獻) Oliver, E. J., Markland, D., Hardy, J., & Petherick, C. M. (2008). The effects of autonomy-supportive versus controlling environments on self-talk. Motivation and Emotion, 32(3), 200-212. zh_TW dc.relation.reference (參考文獻) Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270-300. zh_TW dc.relation.reference (參考文獻) Pelletier, L. G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers` motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196. zh_TW dc.relation.reference (參考文獻) Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12. zh_TW dc.relation.reference (參考文獻) Raphael, L. M., Pressley, M., & Mohan, L. (2008). Engaging instruction in middle school classrooms: An observational study of nine teachers. Elementary School Journal, 109(1), 61-81. zh_TW dc.relation.reference (參考文獻) Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746. zh_TW dc.relation.reference (參考文獻) Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students` motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), 341-371. zh_TW dc.relation.reference (參考文獻) Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106(3), 225-236. zh_TW dc.relation.reference (參考文獻) Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-548. zh_TW dc.relation.reference (參考文獻) Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183-207. zh_TW dc.relation.reference (參考文獻) Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students` engagement by increasing teachers` autonomy support. Motivation and Emotion, 28(2), 147-169. zh_TW dc.relation.reference (參考文獻) Reeve, J., & Jang, H. S. (2006). What teachers say and do to support students` autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218. zh_TW dc.relation.reference (參考文獻) Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392. zh_TW dc.relation.reference (參考文獻) Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26(4), 419-435. zh_TW dc.relation.reference (參考文獻) Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents` psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422. zh_TW dc.relation.reference (參考文獻) Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774. zh_TW dc.relation.reference (參考文獻) Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents` motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. zh_TW dc.relation.reference (參考文獻) Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization - examining reasons for acting in 2 domains. Journal of Personality and Social Psychology, 57(5), 749-761. zh_TW dc.relation.reference (參考文獻) Ryan, R. M., & Deci, E. L. (2000 a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. zh_TW dc.relation.reference (參考文獻) Ryan, R. M., & Deci, E. L. (2000 b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. zh_TW dc.relation.reference (參考文獻) Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97. zh_TW dc.relation.reference (參考文獻) Schraw, G., Flowerday, T., & Reisetter, M. F. (1998). The role of choice in reader engagement. Journal of Educational Psychology, 90(4), 705-714. zh_TW dc.relation.reference (參考文獻) Sheldon, K. M., Ryan, R., & Reis, H. T. (1996). What makes for a good day? competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22(12), 1270-1279. zh_TW dc.relation.reference (參考文獻) Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33(6), 883-897. zh_TW dc.relation.reference (參考文獻) Shih, S. (2008). The relation of self-determination and achievement goals to Taiwanese eighth graders` behavioral and emotional engagement in schoolwork. Elementary School Journal, 108(4), 313-334. zh_TW dc.relation.reference (參考文獻) Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68. zh_TW dc.relation.reference (參考文獻) Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom - reciprocal effects of teacher-behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. zh_TW dc.relation.reference (參考文獻) Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection conceptualization and assessment of children`s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. zh_TW dc.relation.reference (參考文獻) Skinner, E., Marchand, G., Furrer, C., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781. zh_TW dc.relation.reference (參考文獻) Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110. zh_TW dc.relation.reference (參考文獻) Tapola, A., & Niemivirta, M. (2008). The role of achievement goal orientations in students` perceptions of and preferences for classroom environment. British Journal of Educational Psychology, 78, 291-312. zh_TW dc.relation.reference (參考文獻) Tsai, Y., Kunter, M., Luedtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100(2), 460-472. zh_TW dc.relation.reference (參考文獻) Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176. zh_TW dc.relation.reference (參考文獻) Vansteenkiste, M., Zhou, M. M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483. zh_TW dc.relation.reference (參考文獻) Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1-12. zh_TW dc.relation.reference (參考文獻) Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97(1), 23-31. zh_TW dc.relation.reference (參考文獻) Waterman, A. S. (2005). When effort is enjoyed: Two studies of intrinsic motivation for personally salient activities. Motivation and Emotion, 29(3), 165-188. zh_TW dc.relation.reference (參考文獻) Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, New York. zh_TW dc.relation.reference (參考文獻) Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911-933. zh_TW
