大學生班級情緒氣氛、學習自我效能、學習倦怠與學習投入關係研究

Correlations among Classroom Emotional Climate%2C Learning Self Efficacy%2C Learning Burnout and Learning Involvement of University Students

本研究分析大學生知覺班級情緒氣氛與學習倦怠、學習投入間的關係、以及探討 學習自我效能在大學生知覺班級情緒氣氛與學習投入、學習倦怠中的影響機制。本研 究以台灣269 位大學生為研究對象，施測以班級情緒氣氛量表、學習自我效能量表、 學習倦怠量表、學習投入量表，並利用結構方程模式進行資料分析。結構方程模式分 析結果顯示：(1)班級情緒氣氛可以顯著預測學習自我效能、學習倦怠；(2)學習自我效 能可以顯著預測學習倦怠與學習投入；(3)學習倦怠可以顯著預測學習投入；(4)班級情 緒氣氛可以經由學習自我效能，對學習投入產生完全的中介效果。整體而言，班級情 緒氣氛對學習自我效能具有相當高的預測解釋力；其次，班級情緒氣氛對學生的學習 倦怠而言是一個重要的保護因子；學生的學習自我效能是強化學生學習投入、減少學 習倦怠相當重要的個人內在資源。最後，根據研究結果進行討論，並且對學校、教師 及未來研究提出相關建議。

The purposes of this study are based on the exploration of the correlations among classroom emotional climates， learning of burnout and involvement， and analysis on the possible influential mechanisms that Learning Self-Efficacy exist between classroom emotional climates and learning burnout with learning involvement. This study treated 269 university students in northern Taiwan as the research subjects， and administered on the following four categories: classroom emotional climate scale， learning self-efficacy scale， learning burnout scale， and learning involvement scale. The structural equation model showed that classroom emotional climate could significantly affect learning self-efficacy and learning burnout along with that learning self-efficacy could suggestively affect learning burnout and learning involvement. This leads to learning burnout potentially affecting learning involvement， and that students’ learning self-efficacy had significant intervening effects on the relationship between classroom emotional climate and learning involvement. Overall， classroom emotional climate had a very high explanatory power on predicting the involvement of learning self-efficacy; secondly， classroom emotional climate is an important protective factor to students’ learning burnout. Students’ learning self-efficacy was an important personal inner resource to strengthen student learning and to reduce potential learning burnout. Finally， the research results that were discussed， and relevant suggestions were proposed for schools， teachers， and future research.