A Multilevel Modeling Analysis of Taiwanese Teenagers’ Academic Emotions

• In Event: Poster Session 8
  In Poster Session: Contextual and Cultural Influences on Motivation, Engagement, and Affect

Abstract

Based on control-value theory of achievement emotions, the present study is to investigate the relationships between individual- and school-level factors on academic emotions. Hierarchically nested data are from 8,678 15-year-old students (4,134 girls, 4,544 boys) from 236 schools in Taiwan participating in the Programme for International Student Assessment (PISA). Multilevel models reveal that individual-level factors (sex, self-efficacy, task value, scientific literacy) and school-level factors (school mean on scientific literacy, school mean on task value, collective efficacy) are positively and significantly related to students’ positive academic emotions, and that the effect of self-efficacy on academic emotions is moderated by school mean on scientific literacy and collective efficacy. Implications and suggestions for future research and educational practice are discussed.

Authors

• Po-Han Wu, National Cheng Kung University

• Ying-Chuan Lai