國中生數學學習興趣、學習情緒、學習投入與學習成就之關係

The Relationships Among Mathematics Learning Interest, Learning Emotions, Learning Engagement, and Learning Achievement of Junior High School Students

儘管學習興趣對學習成就的重要性不言可喻，然回顧過去研究甚少了解其中可能的影響因素。因此，本研究結合「控制－價值」理論及自我系統歷程模式來探究學習情緒與學習投入在學習興趣與學習成就之間所扮演的可能角色。本研究以臺灣地區1,032位八年級學生為研究樣本，並以描述性統計、Pearson積差相關及結構方程模式進行資料分析。研究結果顯示：一、學習興趣、學習情緒與學習投入對學習成就具有直接的影響效果；二、學習興趣會透過學習情緒而間接影響學習成就；三、學習興趣會透過學習投入而間接影響學習成就；四、學習興趣會透過學習情緒影響學習投入，進而間接影響學習成就。最後，本研究依據研究結果提出建議，以供教學設計、學習輔導與未來研究之參考。

Although the importance of learning interest to learning achievement is selfevident, there is little understanding of the possible influencing factors in retrospect of past research. Therefore, this study combines the control-value theory and the selfsystem process model to explore the possible roles of learning emotions and learning engagement between learning interest and learning achievement. Participants were 1,032 eighth grade students in Taiwan and then the data collected were analyzed by descriptive statistics, Pearson’s correlation, and structural equation modeling. The results of this study were summarized as follows: (a) Learning interest, learning emotions and learning engagement have direct effects on learning achievement; (b) Learning interest has indirect effects on learning achievement via learning emotions; (c) Learning interest has indirect effects on learning achievement via learning engagement; (d) Learning interest has indirect effects on learning achievement via learning emotions and then learning engagement. Based on the results, this study provides some implications and suggestions for mathematics educational practice and future research.