論我國以多元文化為國家定位的爭議：從多元文化教育與教育正義的觀點

A Debate of Taiwan’s Multicultural Identity From the Views of Multicultural Education and Educational Justice

本研究使用臺灣學生學習成就評量資料庫（TASA）「2012年國小數學科問卷調查」資料，以國小六年級學生的調查數據，探討學業情緒、同儕互動與幸福感之間的關係，納入分析的樣本共10,721位學生，運用結構方程模式進行驗證。研究結果發現，整體模式的適配度良好，學生的學業情緒、同儕互動及幸福感之潛在變項的內部結構穩定，學生的學業情緒對於幸福感、同儕互動皆有正向影響，學生的學業情緒可以透過同儕互動影響幸福感。最後，依據研究結果提出相關建議。

This study used the data from the ‘2012 Elementary Mathematics Survey’ in Taiwan Assessment of Student Achievement (TASA) database. The data collected from 6th-grade students were adopted to investigate the relationship between academic emotions, peer interaction, and well-being. The sample of 10,721 students was analyzed, and Structural Equation Modeling was employed in the examination. The results revealed that the overall model fit was acceptable. Moreover, the internal structure of latent variables pertaining to student academic emotions, peer interaction, and well-being was stable. The academic emotions of students positively influenced well-being and peer interaction, affecting well-being through peer interaction. To conclude, the suggestions were provided for future research.