高中生知覺教師支持對其投入學習歷程檔案的影響：以焦慮及自我效能為中介變項 作者:國立政治大學教育行政與政策研究所湯家偉、國立中山大學教育研究所王俐淳

卷期：69卷第3期
日期：2024年09月
頁碼：97-135
DOI：https://doi.org/10.6209/JORIES.202409_69(3).0004

摘要：
以社會認知理論為基礎，本研究探討學習歷程檔案制度實施後，高中生在製作學習歷程檔案「課程學習成果」與「多元表現」的過程中，其知覺教師支持、焦慮、自我效能及投入的現況與關係。研究對象為高雄及屏東地區的公立普通型高中共911位學生，以研究者改編之「課程學習成果」與「多元表現」知覺教師支持、學生焦慮、學生自我效能、學生投入量表，進行問卷調查。最後，進行描述統計分析及皮爾森積差相關係數瞭解變項之現況與相關情形，並以PROCESS軟體的第六個模式考驗模型之序列中介效果。研究發現：一、就平均數來看，在面對學習歷程檔案的「課程學習成果」與「多元表現」時，高中生感受到的教師支持、焦慮、自我效能及投入屬中等的程度；二、在控制性別及家庭社經地位後，「課程學習成果」與「多元表現」模型中，學生焦慮、學生自我效能皆對知覺教師支持與學生投入之關係產生序列中介的效果，此有助於對教師支持與學生學習歷程檔案投入關係有更完整的理解；三、焦慮對學生的影響並非全然負面，學生對課程學習成果及多元表現的焦慮能正向預測其投入。此外，不同性別、年級之高中生在「課程學習成果焦慮」、「多元表現焦慮」具有顯著差異，教師的支持與相關輔導作為應能針對這些差異做出調整，以幫助不同背景的學生克服製作學習歷程檔案過程中的困難。

關鍵詞：自我效能、知覺教師支持、焦慮、學生投入、學習歷程檔案

《詳全文》

Effect of Perceived Teacher Support on Senior High School Students’ Engagement in the Academic Portfolio: Mediating Roles of Anxiety and Self-efficacy Author: Chia-Wei Tang (Graduate Institute of Educational Administration and Policy, National Chengchi University), Li-Chun Wang (Institute of Education, National Sun Yat-sen University)

Vol.&No.：Vol. 69, No. 3
Date：September 2024
Pages：97-135
DOI：https://doi.org/10.6209/JORIES.202409_69(3).0004

Abstract：
Teacher support is a critical factor influencing students’ active involvement in the learning process. A warm and nurturing classroom environment, cultivated by teachers, is instrumental in fostering students’ emotional and behavioral engagement with academic material. Bandura’s Social Cognitive Theory posits that individual behavior is a product of the interaction between the individual’s internal thoughts, the individual’s emotions, and the environment. Consequently, although teacher support influences student engagement, this relationship is mediated by students’ internal cognitive and emotional processes. In essence, the effects of teacher support extend beyond the immediate classroom. Teachers influence the psychological well-being of students and academic engagement.
To date, no empirical study has investigated students’ perceptions of teacher support, anxiety, self-efficacy, and their interplay with student engagement. Students’ academic portfolios are typically composed of two has investigated students learning outcomes and multiple performances. Although these sections differ in content, studies exploring potential disparities in the factors influencing student engagement within these portfolio categories or the mediating mechanisms underlying these differences are limited.
Accordingly, this study had three objectives: (1) examine the current levels of perceived teacher support, anxiety, self-efficacy, and engagement among senior high school students in relation to both learning outcomes and multiple performance components of their academic portfolios; (2) examine the sequential mediating role of anxiety about learning outcomes and self-efficacy for learning outcomes in the relationship between perceived teacher support and student engagement in learning outcomes; and (3) examine the sequential mediating role of multiple performance anxiety and multiple performance self-efficacy in the relationship between perceived teacher support in multiple performance and student engagement in multiple performance.
To attain the aforementioned objectives, a convenience sampling approach was employed to gather data. A questionnaire survey was administered to 911 senior high school students from public schools in Kaohsiung and Pingtung. The instruments used included adapted versions of the perceived teacher support scale, student engagement scale, student anxiety scale, and student self-efficacy scale. Descriptive statistical analysis and Pearson correlation coefficient analysis were conducted to explore the variables’ characteristics and relationships. The hypothesized sequential mediation effects were tested using SPSS PROCESS macro model 6. The convenience sampling method was selected for its practical advantages, allowing efficient data collection within the study’s constraints.
The study findings revealed the following: (1) High school students reported moderate levels of perceived teacher support, anxiety, self-efficacy, and engagement when constructing both learning outcomes and multiple performance components of the academic portfolios. (2) After controlling for gender and family socioeconomic status, anxiety and self-efficacy sequential mediating the relationship between perceived teacher support and student engagement in both portfolio sections. These results provide valuable insights into the relationship between teacher support and student engagement in learning. (3) Students’ anxiety regarding both learning outcomes and multiple performances were positively correlated with engagement. Additionally, notable differences in “anxiety about learning outcomes” and “anxiety about multiple performance” were observed among senior secondary students based on gender and grade level. To effectively support diverse learners in constructing their academic portfolios, tailoring teacher support and counseling behaviors is essential to address these differences and help them overcome related challenges.
The study findings led to the following recommendations:
(1) Academic portfolios comprise two primary components: learning outcomes and multiple performances. These elements differ significantly in content and purpose. Learning outcomes represent the knowledge and skills students have acquired through formal classroom instruction. Conversely, multiple performances showcase practical applications of knowledge beyond the classroom, encompassing a variety of tasks, activities, or projects that demonstrate skill acquisition and real-world application. By clearly differentiating these components, educators can empower students to effectively navigate the dual challenges presented by learning outcomes and multiple performances.
(2) Teachers and schools play a pivotal role in cultivating not only students’ academic prowess but also their presentation and performance abilities. Educators should consider implementing strategies to provide both direct and indirect support for students engaged in multiple performance components of the academic portfolios. Direct support may involve targeted coaching, constructive feedback, and technical guidance specific to the nature of each performance. Conversely, indirect support involves fostering a supportive learning environment, promoting peer collaboration, and offering resources for self-directed learning. To optimize student success, teachers and schools should clearly delineate the distinctions between learning outcomes and multiple performances and establish corresponding counseling and support mechanisms.
(3) A comprehensive understanding of the distinct characteristics and underlying causes of anxiety related to learning outcomes and multiple performances among diverse student populations is essential. Tailored counseling interventions should be implemented to address these specific anxieties.
Given the heterogeneity of student experiences, a nuanced examination of anxiety related to both learning outcomes and multiple performances in academic portfolios is imperative. Students from diverse backgrounds and of various ages and genders may exhibit distinct anxiety patterns toward these portfolio components. Recognizing and understanding differences between students can enable educators to provide targeted support. By fostering a climate where students feel valued, supported, and empowered to manage anxiety, institutions can enhance overall student well-being and academic success.

Keywords：self-efficacy, perceived teacher support, anxiety, student engagement, academic portfolio