高職學生自主動機與正向學業情緒交互效果模式之研究

The Reciprocal Effect Model Between Autonomous Motivation and Positive Academic Emotion of Vocational High School Students

本研究目的是根據文獻建構並檢驗高職學生自主動機與正向學業情緒之交互效果模式。採取交叉延宕相關（cross-lagged correlation）分析設計，針對自主動機與正向學業情緒等量表在間隔六個月的時間點施以兩波次的測量。研究對象來自八所學校共802 位高職一年級之學生， 以問卷調查法及結構方程模式（Structural Equation Model, SEM）分析探討自主動機與正向學業情緒之交互效果模式。本研究之結果顯示：一、自主動機T1能顯著預測自主動機T2。二、正向學業情緒T1能顯著預測正向學業情緒T2。三、自主動機T1能顯著預測正向學業情緒T2、正向學業情緒T1亦能顯著預測自主動機T2，亦即兩變項間之交互效果模式得到支持。四、女生在自主動機（認同調節、內在動機）與正向學業情緒（如愉悅）都顯著高於男生。最後依據研究結果提出建議，以供教師教學、輔導及未來研究之參考。

The present study attempted to develop a reciprocal effect model between the autonomous motivation and the positive academic emotion on vocational high school students. This study adopted cross-lagged analysis design. Data were collected on the basis of two self-report measures (T1–T2) during a six-month interval. Participants were 802 vocational high school students from eight schools in central Taiwan. Utilizing survey questionnaire procedure and structural equation modeling analysis, this study yielded the following results: 1. The path from autonomous motivation T1 to autonomous motivation T2 was significant. 2. The path from positive achievement emotion T1 to positive achievement emotion T2 was significant. 3. The autonomous motivation T1 could significantly positively predict positive achievement emotion T2, and the positive achievement emotion T1 could significantly positively predict autonomous motivation T1, indicating there was a reciprocal effect model between autonomous motivation and positive achievement emotion. 4. Female students had significantly better scores on autonomous motivation (identified regulation and intrinsic motivation) and positive achievement emotion (e.g., enjoy) than male students. Suggestions were provided for teachers’ instruction, counseling, and future study.