The Impact of Gender, Self-Efficacy, Task Value, Scientific Literacy, and School-Level Factors on Taiwanese Teenagers’ Academic Emotions: A Multilevel Analysis of Person-Context Interactions

Author: Po-Han Wu(Institute of Education, National Cheng Kung University),Ying-Chuan Lai(Institute of Education, National Cheng Kung University)

Vol.&No.：Vol. 56, No. 3
Date：September 2011
Pages：119-149
DOI：10.3966/2073753X2011095603005

Abstract：

Based on control-value theory of achievement emotions, this study investigates the effects of individual- and school-level factors on academic emotions. Hierarchically nested data were obtained from 8,678 15-year-old students (4,134 girls and 4,544 boys) of 236 schools in Taiwan, who participated in the Programme for International Student Assessment (PISA). The results obtained from a multilevel model reveal that individual-level factors (gender, self-efficacy, task value, and scientific literacy) and school-level factors (school mean of scientific literacy, school mean of task value, and collective efficacy) are positively and significantly related to the positive academic emotions of students. Additionally, the school mean of scientific literacy and collective efficacy moderate the effects of self-efficacy on academic emotions. This study presents a discussion on the implications and educational practices, and provides suggestions for future research.

Keywords：PISA, multilevel models, cross-level interaction effect, aggregate context variables, achievement/academic emotion

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