AbstractThe purposes of the study were as follows: (1) To develop students’ perception of teachers’ belief scale and examine the reliability and validity of it, and use it to explore the status of junior high students’ perception of teachers’ belief. (2) To examine the mediated effect of expectancy-value-cost motivation between teachers’ belief and learning engagement.
To achieve the purposes, this study adopted 165 8th grade junior high school students to examine the scale, and 600 8th grade junior high school students were drawn to conduct CFA and test the study hypotheses. The statistical methods used to analyze the data were SEM.
The results of this study were summarized as follows: (1) The students’ perception of teachers’ belief scale developed in this study had good reliability and validity. (2) By using the scale, the results show that most of 8th grade junior high school students in Taiwan perceive the positive teachers’ subject belief from their mentors, especially about teachers’ support and teachers’ expectation. (3) In this study, the effects of students’ perception of teachers’ belief and learning engagement are mediated by expectancy-value-cost motivation. And the model proposed by the author fitted well and could be used to explain the observed data in Taiwan.
|Date of Award||2019|
|Original language||Chinese (Traditional)|
|Supervisor||Biing-Lin Cherng (Supervisor)|