國小師資生對教育課程的學習狀況，不僅關乎個人教育專業知能的發展，也會影響未來教導的學生之學習成效，故探究國小師資生對教育課程的學習相關因素，有其重要性。本研究根據文獻理論依據與實徵資料，提出國小師資生知識認知會透過學業情緒而間接影響自我調整學習的中介模式。本研究正式樣本共獲得505 位有效樣本，研究工具包含「知識認知量表」、「學業情緒量表」與「自我調整學習量表」等三項，皆經過探索性因素分析、驗證性因素分析與信度分析，且皆顯示三項研究工具有適切的信效度。本研究採用結構方程模式，搭配bootstrap 法與 Monte Carlo 法，進行中介模式的檢定。研究結果顯示國小師資生知識認知會透過正向學業情緒而間接影響自我調整學習；然而負向學業情緒的中介角色，則未獲實證資料支持。

A substantial body of research has demonstrated that students’ epistemic cognition is closely related to a range of learningrelated factors, including academic achievement, learning motivation, learning strategies, and reading comprehension (Schommer, 1990). These findings suggest that students’ epistemological beliefs—their structure, certainty, source, and complexity—shape how they approach learning activities and how effectively they process academic content. Similarly, Bahcivan (2019) argued that students’ academic emotions are strongly associated with learning-related factors such as academic performance, self-regulated learning, learning motivation, and self-efficacy. These findings collectively indicate that both cognitive and affective dimensions of learning play crucial roles in students’ academic success. Pintrich (2000) contended that students’ levels of self-regulated learning are tightly connected to their academic achievement. Students who employ selfregulatory strategies more frequently—such as planning, monitoring, regulating, and evaluating their learning—tend to perform better academically. Thus, understanding the determinants of self-regulated learning is of theoretical and practical importance. In the context of preservice elementary teachers, learning in education-related courses is particularly significant. Their learning outcomes not only influence their development of professional knowledge and skills but also shape how they will teach and support future students. Consequently, examining the learning-related factors of preservice elementary teachers—including their epistemic cognition, academic emotions, and self-regulated learning—is an essential endeavor for teacher education programs. Teachers’ epistemic cognition has a profound impact on their instructional practices, which, in turn, influence students’ epistemic cognition. Students’ epistemic cognition then shapes their learning motivation, beliefs, strategy use, and ultimately their academic performance. Given this dynamic interplay, understanding the epistemic cognition of preservice teachers and inservice teachers has considerable value (Hofer, 2001). When teachers hold sophisticated beliefs about knowledge—viewing it as complex, uncertain, and constructed—they tend to engage students in more inquiry-oriented, reflective, and constructivist forms of teaching. These teaching practices foster deeper learning and more adaptive learning strategies among students. Anttila et al. (2016) emphasized that academic emotions serve as crucial psychological determinants in preservice teachers’ learning processes. Emotions such as enjoyment, hope, pride, anxiety, anger, shame, and helplessness can influence cognitive performance, motivation, achievement, decision-making, and problem-solving. Positive academic emotions generally facilitate cognitive engagement and adaptive strategy use, whereas negative academic emotions can hinder learning or reduce persistence. Endedijk et al. (2014) argued that teacher education programs should intentionally cultivate the self-regulated learning skills of preservice teachers. Preservice teachers must learn how to set learning goals, monitor their progress, adjust their learning

知識認知、學業情緒、自我調整學習

epistemic cognition, academic emotions, self-regulated learning