國立虎尾科技大學 |

Students Achievement Emotions in Chinese Chemistry Classrooms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Students Achievement Emotions in Chinese Chemistry Classrooms./
作者:	Gong, Xiaoyang.
面頁冊數:	1 online resource (96 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438136274

Students Achievement Emotions in Chinese Chemistry Classrooms.
Gong, Xiaoyang.

Students Achievement Emotions in Chinese Chemistry Classrooms. - 1 online resource (96 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2017.

Includes bibliographical references

Achievement emotions are critical for students' academic performance and career choices. The previous literature has focused on one specific type of achievement emotions -- test anxiety -- in Western contexts and neglected other various emotions experienced in different occasions such as attending classes. The present study aims to address the research gap by examining students' achievement emotions in a specific cultural and subject context -- Chinese high school chemistry classrooms. Subjects were 103 16 or 17-year-old eleventh-grade students (45 female and 58 male) from two chemistry classes in the same high school in China. The qualitative and quantitative data was collected from four sources: pre- and post- surveys, open-response questions, classroom observations and teacher/student interviews.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438136274Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Students Achievement Emotions in Chinese Chemistry Classrooms.
LDR:03788ntm a2200373Ki 4500 001 917692
005 20181022132218.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780438136274
035 $a (MiAaPQ)AAI10638400
035 $a (MiAaPQ)umd:18538
035 $a AAI10638400
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gong, Xiaoyang. $3 1191827
245 1 0 $a Students Achievement Emotions in Chinese Chemistry Classrooms.
264 0 $c 2017
300 $a 1 online resource (96 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Diane Jass Ketelhut.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2017.
504 $a Includes bibliographical references
520 $a Achievement emotions are critical for students' academic performance and career choices. The previous literature has focused on one specific type of achievement emotions -- test anxiety -- in Western contexts and neglected other various emotions experienced in different occasions such as attending classes. The present study aims to address the research gap by examining students' achievement emotions in a specific cultural and subject context -- Chinese high school chemistry classrooms. Subjects were 103 16 or 17-year-old eleventh-grade students (45 female and 58 male) from two chemistry classes in the same high school in China. The qualitative and quantitative data was collected from four sources: pre- and post- surveys, open-response questions, classroom observations and teacher/student interviews.
520 $a This dissertation examined Chinese students' achievement emotions from both theoretical and practical perspectives. First, it theoretically investigated the dimensions of Chinese students' achievement emotions in traditional chemistry classrooms and how these dimensions were related to its antecedent (i.e., chemistry self-efficacy) and effect (i.e., classroom engagement). The factor analysis indicated two distinct factors emerged from Chinese students' emotions: positive emotions and shame (one specific type of negative emotions). The structural equation modeling showed that both chemistry self-efficacy and positive emotions were significant and positive predictors of students' classroom engagement. Chemistry self-efficacy also significantly and positively predicted students' positive emotions while predicting students' perceptions of shame negatively. However, the path from shame to classroom engagement was not significant after controlling for positive emotions.
520 $a Second, it practically explored how one specific pedagogical strategy of integrating the computer simulation -- a visualization tool to review content knowledge -- influenced students' perceptions of achievement emotions and related affective variables (i.e., chemistry self-efficacy and engagement). Independent sample t-tests showed that the computer simulation significantly increased students' chemistry self-efficacy beliefs and positive emotions. In contrast, its effects on negative emotions and classroom engagement were not significant. By scrutinizing qualitative data from different sources, I provided explanations for the computer simulation's role in influencing the above four affective variables.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Educational psychology. $3 555103
650 4 $a Educational technology. $3 556755
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0525
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $b Education Policy, and Leadership. $3 1181776
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10638400 $z click for full text (PQDT)