自我效能、內控信念、性別與教師自主支持對國中生學習興趣的影響：個人與脈絡因素之多層次分析

The Effect of Self Efficacy, Internal Locus of Control, Gender, and Teachers’ Autonomy Support on Academic Interest: Multilevel Analysis of Individual-level Factors and School-level Factors

本研究旨在探討自我效能、內控信念和性別等個人層次因素與教師自主支 持（學校層次因素）對學習興趣之影響，並探究教師自主支持對國中生學習興 趣之脈絡效果，以及其對個人層次因素的調節效果。研究資料係採用PISA2012 資料庫所釋出之階層巢套資料，有效樣本為1，912 名來自臺灣163 所不同學校 之15 歲青少年，並採用多層次模型進行資料分析。研究結果顯示，臺灣國中生 在數學學習興趣上存在著性別差異現象。其次，自我效能與內控信念能正向解 釋學生的學習興趣上的變異。惟個人層次變項對學習興趣的影響，不會隨著學 校的不同而有所差異。此外，教師自主支持對於學習興趣具有顯著的正向影響。 針對上述發現，本研究提供教育實務輔導上的思考與建議。

This study investigated the effect of individual-level factors (self-efficacy， internal locus of control， gender) and school-level factors (teachers’ autonomy support) on academic interest. This study also explored the school-level effect of teachers’ autonomy support on academic interest and its effects on moderating individual-level factors. This study drew the hierarchically nested data from Program for International Student Assessment (PISA) 2012 study which was obtained from 1，912 fifteen-year-old students who come from 163 different schools. The data was analyzed by multilevel models. The study revealed that the boys’ average academic interest was higher than that of the girls in learning mathematics. Self-efficacy and internal locus of control positively and significantly predicted academic interest. Teachers’ autonomy support positively and significantly affects academic interest. Academic interest possesses context-dependent characteristics resulted in different academic interest of the students. Based on the results， this study provides suggestions on the implementation and educational practices.