國中生所知覺到的教師自主支持、自我效能、任務價值對學習投入之影響

Effects of Perceived Autonomy Support, Self-Efficacy, and Task Value on the Learning Engagement of Junior High School Students

學習投入不僅是影響學生能否成功學習的關鍵因素，且與學生成就表現有高度的關聯。目前國內有關個人與情境因素在學習投入的探究，仍相當有限。本研究探討學生所知覺到教師自主支持、自我效能及任務價值對學習投入之影響，並針對所建構的模型進行適配度考驗。本研究以叢集抽取方式，抽取臺灣地區30所學校60個班級，1,697位八年級學生。研究工具包含教師自主支持量表、自我效能量表、任務價值量表及學習投入量表。結果顯示：（1）本研究的理論模型具有良好的適配度，可用來解釋所蒐集的觀察資料；（2）教師自主支持除了對自我效能、任務價值、學習投入具有直接影響效果外，亦能透過上述變項對學習投入產生間接的影響效果。細言之，當教師能與學生溝通、瞭解學生的學習狀況、提供自我選擇與決定的機會、及時地提供回饋訊息，並減少在課堂上使用強迫與要求的教學方式時，愈能提高學生自我效能與任務價值；（3）自我效能對學習投入具有直接影響效果；（4）任務價值對學習投入具有直接影響效果。因此，在教學實務上，教師要培養學生對於學習活動的自我效能與任務價值，協助學生養成對學習活動的信心與興趣，以提升其學習投入。

Learning engagement is highly valued by Chang (2012). According to some scholars, only by engaging in learning activities, students can promote their learning and development; as such, learning engagement plays an essential role in the learning process. Learning engagement is a key factor for successful learning and highly related to students' academic performance. Despite the high value placed on learning engagement, no empirical research has clarified the factors that influence students' learning engagement, the effects of learning environment and teachers' autonomy support on learning engagement, or the mechanism through which an individual's self-efficacy and task value are influenced by teachers' autonomy support. Evidently, further investigation is required. This study investigated whether the effects of teachers' autonomy support on learning engagement were moderated by students' self-efficacy and task value while learning mathematics.