Abstract
The purpose of this study is to investigate how individual learning environment perception and class learning environment perception composition could affect self-efficacy and knowledge creation in class. Based on “Big Seven”, this study constructed a multilevel model. On individual level, it explored how class member perception affects willingness of self-efficacy. On class level, this study explored the effect of class perception composition, average level and variability, on class self-efficacy and knowledge creation. Based on survey data collected from Taichung of 20 high school classes and use hierarchical regression analysis to test my hypotheses. On individual level, this study found perception affect willingness of self-efficacy. Among seven dimensions of learning environment perception, investigation has most significant positive effect on the willingness of self-efficacy. On class level, this study found the average level of class cooperation has most significant positive relationship with class self-efficacy and knowledge creation. The class task orientation and investigation have marginal significant positive effect on class self-efficacy and knowledge creation. The variability of task orientation and investigation have marginal significant positive effect on class self-efficacy. The variability of investigation also has marginal significant positive effect on class knowledge creation.
| Keywords: | learning environment perception; self-efficacy; knowledge creation |
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