家長自主支持、基本心理需求、自主動機與國小學生學業情緒關係之探究

An Examination of the Relations among Parents' Autonomy Support, Basic Psychological Needs, Autonomous Motivation, and Elementary School Students' Academic Emotions

本研究旨在檢驗自主動機與學業情緒模式與觀察資料的適配情形，並進一步探討各變項之間的關係。樣本選取台南市6個行政區24個班級共602名學生，以第一批樣本(N=167)進行量表的探索性因素分析，以第二批樣本(N=435)進行量表的驗證性分析與模式檢驗。蒐集的資料以結構方程模式進行統計分析。研究結果如下:一、不論是從基本適配標準、整體適配度與模式內在結構適配度都顯示，本研究所提出的研究模式受到觀察資料的支持，並具有理想的適配度與內在品質。二、前述分析結果也支持本研究的推論，即學生知覺到家長的自主支持對基本心理需求有直接效果，基本心理需求對自主動機有直接效果；而自主動機對正向學業情緒有正向的效果，對負向情緒有負向的效果。據此，本研究針對教學實務與未來研究提出建議與討論。

This study aimed at testing the relations among parents autonomy support, basic psychological needs, autonomous motivation and elementary students academic emotions, and to further explore the relationship between the various variables. The sample consisted of 602 sixth graders from 24 classrooms in Tainan City. The first group included 167 students to test exploratory factor analysis and the second group consisted of 435 students to test the model fit of the research model in this study. Data were analyzed using structural equation modeling analysis. Results indicated that (a) the research model constructed in this study can be used to accurately explain the empirically observed data. (b) The results also support the hypotheses of this study, i.e., parents autonomy support perceived by elementary school students had a direct effect on basic psychological needs, basic psychological needs had a direct effect on autonomous motivation, and autonomous motivation had a positive effect on positive academic emotions, and a negative effect on negative academic emotions. Based on the findings of this study, we discuss the implications and propose suggestions for elementary school teaching and future research.