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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 9-十二月-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.
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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 (作者) 林哲立 zh_TW dc.contributor.author (作者) 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 9-十二月-2010 09:29:23 (UTC+8) - dc.date.available 9-十二月-2010 09:29:23 (UTC+8) - dc.date.issued (上傳時間) 9-十二月-2010 09:29:23 (UTC+8) - dc.identifier (其他 識別碼) 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. 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