:::

詳目顯示

回上一頁
題名:「目標導向影響國小英語學習歷程模式」之驗證暨精熟趨向課室目標結構與個人目標導向互動歷程之分析
作者:傅瓊儀
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導學系
指導教授:張景媛
學位類別:博士
出版日期:2007
主題關鍵詞:目標導向課室目標結構英語學習歷程
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:47
中 文 摘 要
本研究旨在統整目標導向理論與英語學習歷程模式,提出一個「目標導向影響國小英語學習歷程模式」,並加以驗證以解釋實際觀察的資料。其次,本研究分析能激發學習動機的精熟趨向課室目標結構之面向,並將它與國小學生所知覺到的課室目標結構加以比較,以釐清持不同目標導向學生在此課室目標結構下表現出不同學習行為的歷程。
基於上述研究目的,本研究分為研究一與研究二。研究一以820名國小學生為研究對象,來驗證本研究所提出的「目標導向影響國小英語學習歷程模式」與觀察資料的適配度。研究工具包含課室目標結構量表、個人目標導向量表、學習動機量表、動機調整策略量表、與學習策略量表。經模式考驗後結果發現,本研究所建構之「目標導向影響國小英語學習歷程模式」在基本適配度、整體適配度、與內在適配度方面符合大多數的適配度指標,因此,該模式應可以用來解釋實際觀察資料的情形。
研究二主要目的則是在探討教師塑造精熟趨向課室目標結構的面向與內涵,以及學生在精熟趨向目標的課室中所知覺到的學習焦點與其學習歷程。為達到研究目的,本研究二採用質性研究法,並試圖以實際觀察與訪談資料來解釋這些複雜的現象。研究二的觀察對象包括三位具代表性的國小英語教師與其任教班級,並從中挑選出20位學生進行深度訪談。其研究結果發現:
一、教師塑造精熟趨向課室目標結構包含七大面向,分別為認可、權威、社交、作業、評量、求助與訊息。
二、持精熟逃避、表現趨向、與表現逃避三種目標導向的學生,他們所知覺的精熟趨向課室結構與教師所欲營造的課室氣氛有所差異。
三、不同個人目標導向學生在精熟趨向課室中的學習歷程有差異,以持精熟趨向目標的學生有最佳的學習行為,而持表現逃避目標的學生能產生改善的學習行為。
最後,本研究將根據研究一與研究二的結果加以討論,並提出教學實務上的建議。
參考文獻

一、中文部分
吳青蓉、張景媛(2003)。國中生英語學習歷程模式之驗證。教育心理學報,35卷,2期,121-140。new window
吳青蓉(2004)。知情意整合的語言學習策略對國中生英語學習表現影響之研究。國立台北師範學院學報,17卷,1期,227~250。new window
教育部(2004)。國民小學英語教學向下延伸至三年級之課程綱要。台北:教育部。
張憲卿(2002)。大學生行動控制之研究:學習動機之機轉。國立成功大學教育研究所碩士論文。
陳正昌、程炳林(2001)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用(第二版)。台北:五南。
陳正昌、程炳林、陳新豐、劉子鍵(2005)。多變量分析方法(四版)-統計軟體應用。台北:五南。
陳萩卿(2005)。知事信念影響學習運作模式之驗證暨「調整知識信念的教學策略」對國中生學習歷程影響之研究。國立台灣師範大學教育心理與輔導研究所博士論文。new window
彭淑玲、程炳林(2005)。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報:教育類,50卷,2期,69-95。new window
程炳林(2001)。動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報:教育類,46卷,1期,67-92。new window
程炳林(2003)。四向度目標導向模式之研究。師大學報:教育類,48卷,1期,39-58。new window
程炳林、林清山(2000)。中學生自我調整學習之研究(1/2)。國科會專案研究報告。NSC 89-2413-H-035-001。
程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34卷,1期,43-60。new window
蘇嘉鈴、程炳林(2005)。國中生行動導向、目標導向與動機調整策略之關係。教育心理學報,36卷,4期,395-415.new window
二、西文部份
Ames, C.(1984). Competive, cooperative, amd individualistic goal structures:A cognative-motivational analysis. In C. Ames & Ames(Eds.), Research on motivation in education(Vol. 3, pp.177-207). New York:Academic.
Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom:Student’s learning strategies and motivation process. Journal of Educational Psychology, 80(3), 260-267.
Atkinson, J.(1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in Practice. Oxford:Oxford University Press.
Bagozz, R. P., & Yi, Y.(1998). On the evaluation of structural equation models. Academic of Marketing Science, 16, 76-94.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp.65-116). Hillsdale, New Jersey: Lawrence Erlbaum.
Butler, R.(1992). What young people want to know when:Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943.
Bull, Susan, & Ma, Yingxin.(2001).Raising learner awareness of language learning strategies in situations of limited resources. Interactive Learning Environments, 9(2), 171-200.
Cohen, J.(1988), Statistical power analysis for the behavioral science. Mahwah, NJ:Lawrence Erlbaum Associates.
Chamot, A. U., & Kupper, L.(1989). Learning Strategies in Foreign Language Instruction. Foreign Language Annuals, 22, 13-24.
Church, M.(1999). Classroom context and achievement behavior:The role of contextual factors in the adoption of approach and avoidance achievement goals. Unpublished doctoral dissertation, University of Rochester, NY.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment , achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.83-110). New York: Springer-Verlag.
Covington, M. V. (1992). Making the grade:A self-worth perspective on motivation and school reform. New York:Cambridge University Press.
Covington, M., & Beery, R.(1976). Self-worth and school learning. New York:Holt, Rinehart, & Winston.
Dőrnyei, Zoltán.(2003). Attitudes, orientations, and motivations in language learning:Advances in theory, research, and applications. Language learning, 53(1), 3-33.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C., & Bempechat, J.(1983). Children’s theories of intelligence:Consequences from learning. In S. Paris, G. Olsen, & H. Stevenson(Eds.), Learning and motivation in the classroom(pp.239-256). Hillsdale, NJ:Lawrence Erlbaum Associates, Inc.
Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In P. H. Mussen (series Ed.) & E. M. Hetherington (vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp. 643-691). New York: Wiley.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychology Review, 95, 256-273.
Eccles, J.(1983). Expectancies, values and academic behaviors. In J. T. Spence(Ed.), Achievement and achievement motives (pp.75-146). San Francisco:Freeman.
Eccles, Jacquelynne S & Wigfield, Allan(2002). Motivational, Beliefs, Values, and Goals. Annual Reviews, 53, 109-132.
Elliot, A. J. (1997).Integrating the “ classic ” and “ contemporary ” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. (Vol. 10, pp.143-179). Greenwich, CT: JAI Press.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., & Church, M. (1997).A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliott, E. S., & Dweck, C. S. (1988). Goals:An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation:A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Epstein, J. L. (1989). Family structures and student motivation:A developmental perspective. IN C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp.259-295). San Diego, CA: Academic Press.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Hoppe, F.(1931). Untersuchungen zur Handkungs-una Affektpsychologie IV【Psychological studies of action and affect】. Psychologiche Forschung, 14, 1-63.
James, W.(1980). The principles of psychology(Vol. II). New vYork:Holt.
Jöreskog, K. G.., & Sörbom, D.(1993). LISREL 8:Structural equation modeling with the SIMPLIS command language. Chicago:Scientific Software International.
Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72, 191-211.
Kuhl, J(1985). Volitional mediators of cognitive-behavior consistency:Self-regulatory process and action versus state orientation. In J. Kuhl & J. Beckmann(Eds.), Action Control:from Cognition to Behavior(pp.101-128). New York:Springer-Verlag.
Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stress. In S. Volet, & S. Järvelä (Eds.), Motivation in learning context: Theoretical advances and methodological implications. New York: Pergamon.
Limmenbrink & Pintrich(2002). Achievement goal theory and affect:An asymmetrical bidirectional model. Educational Psychologist, V. 37,No. 2, 69-78.
Maehr, M. L. (1984). Meaning and motivation:Toward a theory of personal investment. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 39-73). San Diego, CA:Academic Press.
Maehr, M.(1989). Thoughts about motivation. In C. Ames & R. Ames(Eds.), Research on motivation in education:Goals and cognitions(Vol.2,221-267). New York:Academic.
Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation:A school-wide approach. Educational Psychologist, 26, 399-427.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun:A taxonomy of intrinsic motivation for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction (Vol. 3). Hillsdale, NJ: Erlbaum.
Mandler, G.., & Saradon, S.(1952). A study of anxiety and learning. Journal of Abnormal and Social psychology, 47, 166-173.
Masgoret, A. M. & Gardner, R. C.(2003). Attitude, motivation, and second language learning:A meta-analysis of studies conducted by Gardner and associates. Language learning, 53(1), 167- 210.
Mayer, R. E.(1988). Learning strategies:An overview, In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and Studying Strategies. New York:Academic Press, 11-22.
Mayer, R. E.(1992). Cognitive and Instruction:Their historic meeting within educational psychology. Journal of Educational Psychology, 84(4), 405-412.
McClelland, D.(1951). Personality. Chicage:Dryden.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect goal theory. Journal of Educational Psychology, 89(4), 710-718.
Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students:A goal theory approach . Journal of Early Adolescent, 15, 90-113.
Midgley, C., Maehr, M. L. Hicks, L. H., Roeser, R., Urdan, T., Andersman, E., Kaplan, A., & Middleton, M.(1997). Patterns of adaptive learning survey(PALS). Univerity of Michigan, MI.
Midgley, C., & Urdan, T. (1995). Predictors of middle school students’ use of selfhandicapping strategies. Journal of Early Adolescence, 15(4), 389-411.
Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals:A further examination. Contemporary Education Psychology, 26, 61-75.
Murray, H.(1938). Explorations in personality. New York:Oxford University Press.
Newman, R. S. (1998). Student help seeking during problem solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90(4), 644-658.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Havard University Press.
O’Malley, J. M., & Chamot, A., U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
Oxford, R. L.(1990). Language Learning Strategies:What Every Teacher Should Know. New York:Newbury House/Harper & Row.
Patrick, H., Ryan, A. M., Anderman, L. H., Middleton, M., Linnenbrink, L., Hruda, L. Z., EDelin, K. C., Kaplan, A., & Midgley, C. (1997). Observng Patterns of Adaptive Learning:A Protocol for Classroom Observations. Ann Arbor, MI: University of Michigan.
Peacock, Matthew, & Ho, Belinda.(2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13(2), 179-200.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. Maher(Eds.), Advances in motivation and achievement:Motivation enhancing environment(vol.6, pp. 117-160). CT:JAI Press.
Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Difference, 11(3), 335-355.
Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
Pintrich, P. R. (2000b). Multiple goals , multiple pathways : The role of goal orientation in learning and achievement. Journal of Educational Psychology ,92, 544-555.
Pintrich, Paul R(2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pintrich, Paul R.(2004). A conceptual framework for Assessing Motivation and Self-Regulated Learning in Collage Students. Educational Psychological Review, V.16, No.4, 385-408.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R., & Garcia, T.(1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr & P. Pintrich(Eds.). Advances in Motivatoin and Achievement(Vol. 7, pp.371-402). Greenwich, CT:JAI.
Pintrich, P. R., & Schunk, D. H. (2002). The role of goal and goal orientation. In P. R. Pintrich, & D. H. Schunk (Eds.), Motivation in education: Theory, research, and applications (2 nd ed). Englewood Cliffs, NJ: Prentice Hall.
Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
Ryan, A. M., Gheen M. H., & Midgley, C. (1998). Why do students avoid asking for help? An examination of the interplay among student’s academic efficacy, teacher’s social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528-535.
Ryan, A. M., & Pintrich, P. R. (1997). “ Should I ask for help? ” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329-341.
Shih, Shu-Shen (2005a). Role of Achievement Goals in Children’s Learning in Taiwan. The Journal of Educational Research, V.98, No.5, 310-319.
Shih, Shu-Shen (2005b).Taiwanese Sixth Graders’ and Their Motivation, Strategy Use, and Grades:An Examination of the Multiple Goal Perspective. The Elementary School Journal, V.106, No.1, 39-58.
Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M.,(2004).Placing Motivation and Future Time Perspective Theory in a Temporal Perspective. Educational Psychological Review, V.16, No.2, 121-140.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81.
Snow,R. E., Corno, L., & Jackson III, D.(1996). Individual difference in affective and conative functions. Handbook of educational psychology, 9, 243-310.
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002).The classroom environment and student’s reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88-106.
Urdan, T. C. (1997). Achievement goal theory:Past results, future diection. In M. Maehr & P. Pintrich(Eds.). Advances in Motivatoin and Achievement(Vol. 10, pp.243-329). Greenwich, CT:JAI.
Urdan, T. C. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 98(2), 251-264.
Urdan, T., Midgley, C., & Wood, S. (1995). Special issues in reforming middle level schools. Journal of Early Adolescence, 15, 292-307
Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in student’s use of self-handicapping strategies. American Educational Research Journal, 35(1), 101-122.
Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
Veermans, M. & Tapola, A.(2004). Primary School Students’ Motivational Profiles in Longitudinal Settings. Scandinavian Journal of Educational Research, v.48, No.4,376-395.
Weiner, B., & Kukla, A.(1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20.
Weinstein, C. E., & Mayer, R. E.(1985). The teaching of learning strategies. In M. C. Wittrock(Ed.), Handbook of research on teaching(3rd ed.). New York:Macmilan.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
Wolters, C. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Difference, 11(3), 281-304.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structure and goal orientations to predict student’s motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236-250.
Wolters, C, Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate, and student’s self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73(1), 58-65.
Young, M. R.(2005). The Motivational Effects od the Classroom Environment in Facilitating Self-Regulated Learning. Journal of Marketing Education, V.27, No.1, 25-40.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE