The present study combines self-determination theory and academic emotions theory to investigate their relation in students’ learning process. The purposes of this study are: (a) to test if the academic emotions reciprocal model fit in with the data observed, (b) to analyze the moderated effect of the emotion regulation strategies used in the academic emotion reciprocal model, (c) to investigate the interactive effect of emotional regulation strategies teaching and classroom mastery goal structure teaching on academic emotions reciprocal model. In order to fulfill these goals, the study was divided into two sections, Study 1 and Study 2. In study 1, 1524 11th grade senior high school students in Taiwan were included as the research samples to fulfill goal (a) and goal (b). In Study 2, 115 students from 3 classes assigned to different manipulations to fulfill goal (c). The instruments used in this study consisted of the Environmental Goal Structure Scale, Basic Need Scale, Motivated Strategies for Learning Questionnaire, Academic Self-Regulation Questionnaire, Academic Emotions Questionnaire, and Emotion Regulation Questionnaire. The data was statistically analyzed with SEM, two-way mixed design ANOVA, and ANCOVA to test hypotheses raised in this study. The results of this study are summarized as follows: (a) The academic emotions reciprocal model constructed in this study can be used to well explain the empirically observed data through Taiwan. (b) Academic emotions and academic emotions regulations must be tested discretely in eight Subpatterns. (c) Academic emotions and academic achievement can predict the front-end variables in the academic emotions reciprocal model. (d) The relations between appraisals of control and values, academic emotions, and cognitive-motivational variables were moderated by emotion regulation strategies. (e) There was a significant two-way interactive effect among teaching groups and measurement phase on academic emotions, cognitive-motivational variables and academic achievement. It was showed that students who accepted emotional regulation strategies and classroom mastery goal structure teaching would have higher score of academic emotions, cognitive-motivational variables and academic achievement in posttest scores and delayed posttest scores. Based on the findings of this study, suggestions are made for senior high school teaching and educational guidance in future studies.
|Date of Award||2020|
|Original language||Chinese (Traditional)|
|Supervisor||Biing-Lin Cherng (Supervisor)|