國中生考試愉悅歷程模式之驗證與分析

The Verification and Analysis of the Test Enjoyment Process Model of Junior High School Students

考試情緒屬於課業情緒，可區分為考試前與考試後情緒。有關考試情緒的探討，多數仍聚焦於考試焦慮，較少研究關注正向考試情緒。愉悅是正向情緒中相當重要且基本的情緒，對於學生在課室中的學習投入至關重要。基於此，本研究主要探討考試前、後愉悅情緒，並進而探討其與前因及後果變項之關聯，以全面了解愉悅情緒在考試歷程中對學生學習策略及成就所發揮之效果。本研究目的為：（1）建構「考試愉悅歷程模式」，考驗模式與觀察資料的適配度；（2）分析控制─價值評估對考試前愉悅及動機／情感調整策略的直接效果，及考試前愉悅、動機／情感調整策略對考試知覺滿意、考試後愉悅、考試成績之預測效果。為完成上述研究目的，本研究抽取臺灣地區1,321名國中生，所蒐集資料以結構方程模式進行統計考驗。研究結果顯示：（1）考試歷程模式具有理想的整體適配度與內在品質，適合用來解釋國中生的資料；（2）國中生的控制、價值評估能預測考試前愉悅與動機／情感調整策略；考試前愉悅能正向預測動機／情感調整策略、考試知覺滿意與考試後愉悅；動機／情感調整策略能預測考試後愉悅與考試成績，並透過考試後愉悅間接預測考試成績。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來研究之建議。

Studies have verified that academic emotions are discrete and highly related to learning motivation and achievement performance (Pekrun, 2008; Pekrun et al., 2002b). However, most investigations into academic emotions have focused on negative emotions, such as test anxiety, with fewer exploring positive emotions, such as enjoyment, pride, and hope (Pekrun et al., 2002a). Many studies in positive psychology have reported that positive emotions play a key role in human development (Seligman & Csikszentmihalyi, 2000). Nevertheless, research focusing on positive academic emotions remains rare. As Pekrun et al. (2002a) stated, learner with positive emotions can foresee goals and challenges, increase resilience to protect physical and mental health, increase a sense of attachment to important others. Therefore, positive academic emotions merit investigation. With reference to different learning situations, academic emotions can be divided into those that are class-related, learning-related, and test-related (Pekrun et al., 2002b). Test-related emotion, for example, refers to various subjective emotions related to exam taking (Pekrun et al., 2004). Because exams are events that can be anticipated and recalled, test emotions can be further divided into pretest and posttest emotions in relation to the examination process (Schutz & Decuir, 2002). Most research on test emotions has centered on test anxiety, with fewer studies examining positive test emotions. According to Pekrun et al. (2002a), enjoyment is always accompanied by adaptive learning behaviors, such as the use of in-depth learning strategies, steady and continual effort, and high-level self-regulation, which can promote learning effectiveness. This means that enjoyment is a basic and crucial positive emotion that can play a major role in students’learning engagement in the classroom.