:::

詳目顯示

回上一頁
題名:結合成就動機社會認知模式和階層模式對運動動機和運動表現之預測
作者:李烱煌
作者(外文):Chiung-Huang Li
校院名稱:國立體育大學
系所名稱:教練研究所
指導教授:季力康
學位類別:博士
出版日期:2009
主題關鍵詞:表現能力自我信念自我決定動機定價定義performanceself theories of abilityself determined motivationvalenceDefinition
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(0) 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:59
目的:本研究目的有二:首先,探討2 X 2運動成就目標中介能力內隱理論和能力知覺對運動表現和運動動機的預測效應;其次,探討能力內隱理論和能力知覺在預測2 X 2運動成就之交互作用。方法:本研究是以667名青少年選手為研究對象,研究方法採用自陳量表的調查法,使用的量表包括運動能力內隱理論量表、2 X 2運動成就目標量表修正版、多元能力知覺量表、運動動機量表、自評運動表現量表和他評運動表現量表。主要的統計分析是以多元階層迴歸分析和多元同時迴歸分析。結果:一、增進理論和能力知覺(不論是以自我參照或常模參照為評量基準)皆是自我決定動機型式的正向預測者和無自我決定動機型式的負向預測者;相對地,本質理論則是外在動機和無動機的正向預測者。二、增進理論是表現-趨近目標的正向預測者,本質理論則是精熟-趨近目標的負向預測者。相對於自我參照能力知覺是精熟-趨近目標的正向預測者,常模參照能力知覺則是表現-趨近目標的正向預測者以及逃避目標型式(精熟-逃避目標和表現-逃避目標)的負向預測者。三、精熟-趨近目標是內在動機和自評表現和他評表現的正向預測者以及無動機的負向預測者,表現-趨近目標則是認同調節動機和外在調節動機(近顯著水準)以及自評表現的正向預測者。相對地,精熟-逃避目標是認同調節動機和自評表現的負向預測者,但表現-逃避目標則是內射調節動機、外在調節動機(近顯著水準)以及無動機的正向預測者以及自評表現的負向預測者(近顯著水準)。四、精熟-趨近目標只能部分中介自我參照能力知覺對內在動機、自評表現和無動機的直接預測力以及本質理論對無動機的直接預測力,表現-趨近目標則只能部分中介常模參照能力知覺對認同調節動機的直接預測力。五、「常模參照能力知覺 × 本質理論」和「自我參照能力知覺 × 增進理論」等交互作用型式皆無法明顯預測2 X 2運動成就目標。結論:能力內隱理論和能力知覺對於運動動機和運動表現各有其相對獨特的影響層面。相對於自我參照能力知覺,常模參照能力知覺在價化2 X 2運動成就目標上較具有決定性。精熟-趨近目標和表現-逃避目標分別代表最高適應性和最低適應性的動機功能。整體而言,2 X 2運動成就目標皆不能完全中介能力內隱理論和能力知覺對運動動機和運動表現的直接預測力以及能力知覺無法有效改變和修正能力內隱理論對2 X 2運動成就目標的預測效應。
Purpose: This study was first to examine the mediational effects of 2 × 2 sport achievement goals on implicit theories of ability and perceived ability in predicting sport performance and sport motivation. Second, this study also examined the interactive effects of implicit theories of ability and perceived ability in predicting 2 × 2 sport achievement goals. Method: This study has recruited 667 adolescent athletes. Self-reported inventories were used as primary research method. Participants were asked to complete a series of Implicit Theories of Ability Scale, Multiple Perceived ability Questionnaire, Revised 2 X 2 Achievement Goals Questionnaire for Sport, Self-rating Sport Performance Scale, Others-rating Sport Performance Scale, and Sport Motivation Scale. With respect to data analysis, multiple hierarchical regression analysis and multiple simultaneous regression analysis were primarily used. Results: First, incremental theory (IT) and perceived ability (both self-reference and normative reference) were the positive predictors of self-determined motivational patterns and the negative predictors of none self-determined motivational pattern, whereas entity theory (ET) was the positive predictor of extrinsic motivation and amotivation. Second, IT was the positive predictor of performance-approach goals, whereas ET was the negative predictor of mastery-approach goals. The perception of normatively referenced ability was the positive predictor of performance-approach goals and the negative predictor of avoidance goal patterns (mastery-avoidance goals and performance-avoidance goals); moreover, the perception of self referenced ability was the positive predictor of mastery-approach goals. Third, mastery-approach goals were the positive predictors of intrinsic motivation and self-rating performance and the negative predictor of amotivation. Performance-approach goals were the positive predictors of identified motivational regulation, extrinsic motivational regulation (approaching significance), and self-rating performance. Mastery-avoidance goals were the negative predictors of identified motivational regulation and self-rating performance. Performance-avoidance goals were the positive predictors of introjected motivational regulation, extrinsic motivational regulation (approaching significance), and amotivation and the negative predictors of self-rating performance (approaching significance). Fourth, mastery- approach goals were able to partially mediate the prediction of the perception of self referenced ability on intrinsic motivation, self-rating performance, and amotivation and the prediction of ET on amotivation. Performance-approach goals were also able to partially mediate prediction of the perception of normatively referenced ability on identified motivational regulation. Fifth, the interactive product of IT and the perception of self referenced ability and the interactive product of ET and the perception of normative referenced ability were not the significant predictors of 2 X 2 achievement goals in sport. Conclusion: Totally, implicit theories of ability and perceived ability have relatively distinctive prediction on sport performance and sport motivation. Camparing the perception of self referenced ability, the perception of normative referenced ability is dicisive in valencing 2 X 2 achievement goals in sport. Mastery-approach goals and performance-avoidance goals represent the most adaptive motivational function and the most nonadaptive motivational function respectively. 2 X 2 achievement goals in sport can not fully mediate implicit theories of ability and perceived ability in predicting sport performance and sport motivation and perceived ability can not moderate the prediction of implicit theories of ability on 2 X 2 achievement goals in sport.
王澤惠 (2003):目標取向、自我評價及歸因型態對運動員自我設限行為之影響。台灣運動心理學報,3期,1-20頁。new window
江衍宏 (2007):大學體育課學生之能力內隱論、能力知覺、2 × 2成就目標與成就相關結果之探討。國立臺灣體育大學 (桃園校區) 教練研究所碩士學位論文。
李烱煌 (2003):特質目標取向、知覺動機氣候和能力知覺對內在動機和滿足感之預測研究。大專體育學刊,人文社會篇,143-157頁。new window
李烱煌 (2004):目標涉入和能力知覺對賽前焦慮強度和方向性之預測,台灣運動心理學報,4期,1-20頁。new window
李烱煌、季力康 (2006):目標取向和能力知覺對運動動機之預測。大專體育學刊,8卷3期,65-76頁。new window
李烱煌、季力康 (2007):多元能力量表之因素效度。未發表論文。
李烱煌、季力康、江衍宏 (2005a):2 × 2運動成就目標之建構效度。大專體育學刊,7卷4期,61-70頁。new window
李烱煌、季力康、江衍宏 (2005b):2 × 2成就目標和能力知覺對運動動機之預測。台灣運動心理學報,6期,31-54頁。new window
東方介德、季力康 (2001):籃球選手目標取向、知覺動機氣候、自覺能力、運動動機與滿足感之研究。大專體育學刊,3卷1期,1-10頁。new window
季力康、賴素玲、陳美燕 (1995)。大專網球選手運動目標取向與運動動機之相關研究。體育學報,20期,1-12。new window
邱宗志、蔣憶德、陳淑滿 (2005):輪椅籃球選手運動目標取向與自覺能力隊競賽壓力因應策略之影響。體育學報,38卷1期,89-102頁。new window
黃英哲 (2002):運動成就目標與賽前狀態焦慮的關係:以目標涉入為主軸之研究。國立臺灣師範大學體育學系博士學位論文。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
蔡祐慈(2003):三向度運動目標取向和能力知覺對參與動機和滿足感之相關研究。國立台北師範學院體育學系碩士學位論文。
Abrahamsen, F. E., Roberts, G. C., and Pensgaard, A. M. (2007). Achievement goals and gender effects on multidi- mensional anxiety in national elite sport. Psychology of Sport and Exercise.
Aiken L.S., & West S.G. (1996). Multiple regression: Testing and interpreting interactions (2nd ed.). Newbury Park, CA: Sage.
Al-Emadi, A. A. (2001). The relationships among achievement, goal orientation, and study strategies. Social Behavior and Personality, 29, 823-832.
Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. Roberts (Ed.), Motivation in sports and exercise (pp. 161-176). Champaign, IL: Human Kinetics Books.
Aronson, J., Fried, C. B., & Goode, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior .Psychological Review, 64, 359-372.
Balaguer., I., Duda., J. L., Atienza., F. L., & Cristina, M. (2002). Situational and dispositional goals as predictors of perceptions of individual and team improvement, satisfaction and coach ratings among elite female handball teams. Psychology of Sport and Exercise, 3, 293-308.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
Beck, A. T. (1996). Beyond beliefs: A theory of modes, personality, and psychopathology. In P. M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp.1-25). New York: Guilford.
Bempechat, J., London, P., & Dweck, C. S. (1991). Children’s conceptions of ability in major domains: An interview and experimental study. Child Study Journal, 21, 11-36.
Bergen, R., & Dweck, C. (1989). The functions of personality theories. In R.Wyer & T. Srull (Eds.), Advances in social cognition: Social intelligence and cognitive assessment of personality (pp. 81-92). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Biddle, S., Soos, I. and Chatzisarantis, N. (1999). Predicting physical activity intentions using a goal perspectives approach: a study of Hungarian youth. Scandinavian Journal of Medicine and Science in Sports, 9, 353-357.
Biddle, S., Wang, J., Chatzisaray, N., & Spray, C. M. (2003). Motivation for physical activity in young people: Entity and incremental beliefs about athletic
ability. Journal of Sports Sciences, 21, 973-989.
Birney, R., Burdick, H., & Teevan, R. (1969). Fera of failure. New York: Van Nostrand Reinhold.
Blanchard, C., & Vallerand, R. J. (1996a). The mediating effects of perceptions of competence, autonomy, and relatedness on the social factors-self-determined situational motivation relationship. Unpublished manuscript, Unversité du Québec â Montréal.
Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Education Psychology, 93, 23-34.
Boyd, M. P., Callaghan, J., & Yin, Z. (1991) Ego involvement and low competence in sport as a source of competitive trait anxiety. Paper presented at the annual meeting of the North American Society for the Psychology of Sport and Physical Activity, Asilomar, CA.
Brislin, R. (1980). Translation and content analysis of oral and written materials. In H. C. Triandis & J. W. Berry (Eds.), Handbook of cross-cultural psychology: Methodology (Vol. 2, pp. 389-444). Boston, MA: Allyn & Bacon.
Carey, S. (1996). Cognitive domains as modes of thought. In D. R. Olson & N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition. New York: Cambridge University Press.
Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: A control- theory approach to human behavior. New York: Springer-Verlag.
Cattell, R. B. (1957). Personality and motivation: Structure and measurement. New York: World Book.
Conroy, D. E., Elliot, A. J., Hofer, S. M. (2003). A 2 × 2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity. Journal of Sport and Exercise Psychology, 25, 456-476.
Covington, M. V., & Roberts, B. W. (1995). Self-worth and college achievement: Motivational and personality correlates. In P. Pintrich, D. Brown, & C. Weinstein (Eds.), Student motivation, cognition, and learning (pp.157-187). Hillsdale, NJ: Erlbaum.
Cury, F., Elliot, A. J., Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679.
Cury, F., Elliot, A., Sarrazin, P., Da Fonseca, D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis. Journal of Experimental Social Psychology, 38, 473-481.
Cury, F., Laurent, M., De Tonac, A., & Sot, V. (1999). An unexplored aspect of achievement goal theory in sport: Development and predictive validity of the Approach and Avoidance Achievement in Sport Questionnaire (AAASQ). In V. Hosek, P. Tilinger, & L. Bilek (Eds.), Psychology of sport and exercise: Enhancing quality of life: Proceedings of the 10th European Congress of Sport Psychology-FEPSAC (pp.153-155). Prague: Charles University Press.
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In Nebraska Symposium on Motivation. Vol.38: Perspectives on Motivation (edited by R. A. Dienstbier), pp. 237-288. Lincoln, NE: University of Nebraska.
Depreeuw, E. (1992). On the fear of failure construct: Active and passive test anxious students behave differently. In K. Hagtvet & T. Johnsen (Eds.), Advances in test anxiety research (Vol.7, pp.32-46). Lisse, The Netherlands: Swets & Zeitlinger.
Duda, J. L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp.129-182). Champaign, IL: Human Kinetics.
Duda, J. L. (2005). Motivation in Sport: The relevance of competence and achievement goals. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp.318-335). New York: Guilford Press.
Duda, J.L., Chi, L., Newton, M., Walling, M., & Catley, D. (1995). Task and ego orientation and intrinsic motivation in sport. International Journal of Sport Psychology. 26, 40-63.
Duda, J.L., & Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 1-10.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S. (1999). Self-Theories and Goal: Their Role in Motivation, Personality, and Development. In R. Dienstbier (Ed.), Nebraska symposium on motivation. Vol. 38. Lincoln, NE: Univer. Of Nebraska Press. pp. 199-288.
Dweck, C. S., & 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., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Dweck, C. S., & Molden, D. C. (2005). Self-Theories: Their impact on competence motivation and acquisition. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. (pp.122-140). New York: Guilford Press.
Elliot, A. (1994). Approach and avoidance achievement goals: An intrinsic motivation analysis. Unpublished doctoral dissertation, University of Wisconsin-Madison.
Elliot, A. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143-179). Greenwich, CT: JAI.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 168-189.
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York: Guilford Press.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport and Exercise Psychology, 28, 344-361.
Elliot, A. J., & Dweck, C. S. (2005). Competence and Motivation: Competence as the core of achievement motivation. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp.3-11). New York: Guilford Press.
Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628–644.
Elliot, A. J., & McGregor, H., A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., McGregor, H. A., & Thrash, T. M. (2002). The Need For Competence. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 361-387). Rochester: University of Rochester Press.
Elliot, A. J., & Moller, A. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339-356.
Elliot, A. J., Shell, M. M., Henry, K. B., & Maior, M. M (2005)
Achievement goals, performance contingencies, and performance attainment : An experimental test. Journal of Educational Psychology, 97, 630.
Emmons, R. A. (1989). The personal striving approach to personality. In L. Pervin (Ed.), Goal concepts in personality and social psychology (pp.87-126). Hillsade, NJ: Erlbaum.
Epstein, J. (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). New York: Academic Press.
Epstein, S. (1990). Cognitive-experiential self-theory, In L. Pervin (Ed.), Handbook of personality: Theory and research (pp.165-192). New York: Guilford.
Erickson, E. (1963). Childhood and society (2nd ed.), New York: Norton.
Eysenck, H. (1967). The biological basis of personality. Springfield, IL:Thomas.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
Frank., E. A., Roberts., G., C., & Anne, M. P. (2007 ). Achievement goals and gender effects on multidimensional anxiety in national elite sport. Psychology of Sport and Exercise. Manuscript submitted for publication.
Freud, S. (1947). The ego and the id. In The standard edition of the completepsychological works of Sigmund Freud (Vol. XIX). London: Hogarth.(Original work published 1923).
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobserved variables and measurement error. Journal of Marketing Research, 18, 39-50.
Good, C., Aronson. J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.
Gray, J. A. (1987). The psychology of fear and stress (2nd ed.). New York: Cambridge University Press.
Greenberg, L. S., & Pascuale-Leone, J. (1997). Emotion in the creation of personal meaning. In M. J. Power & C. R. Brewin (Eds.), The transformation of meaning in psychological therapies: Integrating theory and practice (pp. 157-173). Chichester, UK: Wiley.
Hall, H. K., Kerr, A. W., & Mathews, J. (1998). Precompetitive Anxiety in Sport: The contribution of achievement goals and perfectionism. Journal of Sport and Exercise Psychology, 20, 194-217.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
Harackiewicz, J. M., Barron, K., Pintrich, P. R., Elliot, A. J., & Thrash, T., M. (2002). Revision of achievement goal theory: Necessary and illumination. Journal of Educational Psychology, 94, 638-645.
Harackiewicz, J. M., Barron, K., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
Harackiewicz, J. M., Barron, K., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
Heckhauson, H., Schneider, H., & Schneiger, K. (1985). Achievement motivation in perspective ( M. Woodruff & R. Wicklund, Trans.). San Diego, CA: Academic Press.
Heider, F. (1958). The psychology of interpersonal relations. New York:Wiley.
Henderson, V., & Dweck, C. (1990). Motivation and achievement. In S. Feldman & G. Elliott (Eds.), At the threshold: The developing adolescent (pp.308-329). Cabridge, MA: Harvard University Press.
Higgins, E. T. (1995). Ideals, oughts, and regulatory focus: Relatung affect and motivation to distinct pains and pleasures. In P. Gollwitzer & J. Bargh (Eds.), The psychology of action : Linking cognition and motivation for behavior (pp. 91-117). New York: Guilford Press.
Hodge, K., Allen, J. B., & Smellie., L. (2007). Motivation in Masters sport: Achievement and social goals. Psychology of Sport and Exercise.
James, W. (1890). The principles of psychology (Vol. II). New York: Holt.
Kavussanu, M. (2006). Motivational predictor of prosocial and antisocial behavior in football. Journal of Sports Sciences, 24(6), 575-588.
Kelly, G. A. (1955). The psychology of personal constructs. New York: Norton.
Koestner, R., Losier, G. F., Vallerand, R. J.,& Carducci, D. (1996). Identified and introjected forms of political internalization: Extending self-determination theory. Journal of Personality and Social Psychology, 70, 1025-1036.
Kukla, A. (1972). Attributional determinants of achievement-related behavior. Journal of Personality and Social Psychology, 21, 166-174.
James, W. (1890). The principles of psychology (Vol. II). New York: Holt
Jöreskog, K. G., & Sörborn, D. (1989). LISREL 7: A guide to the program and applications. Chicago: Scientific Software International.
Langer, S. K. (1967) Mind: An essay on human feeling. Baltimore, MD: Johns Hopkins Press.
Lewin, K., Dembo, T., Festinger, L., & Sears, P. S. (1944). Level of aspiration. In J. McHunt (Ed.), Personality and the behavior disorders (Vol.1. pp. 333-378). New York: Ronald Press.
Lewis, M. (1997). Altering fate: Why the past does not predict the future. New York: Guilford Press.
Li, C. H., & Chi, L. (2007). Prediction of goal orientation and perceived competence on intensity and direction of precompetitive anxiety among adolescent handball players. Perceptual and Motor Skills, 105, 83-101.
Lintunen, T., Valkonen, A., Leskinen, E. and Biddle, S.J.H. (1999). Predicting physical activity intentions using a goal perspectives approach: a study of Finnish youth. Scandi-nanian Journal of Medicine and Science in Sports, 9, 344-352.
Lopez, D. (2000). Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement related outcomes. Learning and Individual Differences, 11, 301-319.
McClelland, D. C. (1951). Personality . New York: Dryden Press.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century- Crofts.
McDougal, W. (1908). An introduction to social psychology. London: Methuen.
McDougal, W. (1932). The energies of men. London : Methuen.
McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Education Psychology, 94, 381-395.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Student’s goal orientations and cognitive engagement in classroom activitives. Journal of Educational Psychology, 80, 514-523.
Meyer, W. (1987). Perceived ability and achievement-related behavior. In F. Halisch & J. Kuhl (Eds.), Motivation, intention, and volition (pp. 73-86). New York: Springer-Verlag.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Education Psychology, 89, 710-718.
Murphy, G.L., & Medin, D.L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316
Murray, H. (1938). Explorations in personality. New York: Oxford University Press.
Newton, M., & Duda, J. L. (1999). The interaction of moti-
vational climate, dispositional goal orientations, and perceived ability in predicting indices of motivation. International Journal of Sport Psychology, 30, 63-82.
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: Harvard University Press.
Nicholls, J. G. Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theories of education. Journal of Education Psychology, 77, 683-692.
Nien, C. L., & Duda, J. L. (2007). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport & Exercise.
Nolen, S. B., & Haladyna, T. M. (1990). Motivation and studying in high school science. Journal of Research in Science Teaching, 27, 115-126.
Ntoumanis, N. (2001) Empirical links between achievement goal theory and self-determination theory in sport. Journal of Sports Sciences, 19, 397-409.
Ntoumanis, N., & Biddle, S. J. H. (1998) The relationship between competitive anxiety, achievement goals, and motivational climates. Research Quarterly for Exercise and Sport, 69, 176-187.
Nuttin, J. R. (1984). Motivation, planning and action: A relational theory of behavior dynamics. Hillsdale, NJ: Erlbaum.
Ommundsen, Y. (2001a). Pupils; affective responses in PE: The influence of implicit theories of the nature of ability. European Physical Education Review, 7, 219-242.
Ommundsen, Y. (2001b). Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal. Psychology of Sport and Exercise, 2, 139-156.
Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical education classes. Educational Psychology, 23, 141-157.
Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Education Psychology, 25, 406-422.
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Briere, N. M., & Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The sport motivation scale (SMS). Journal of Sport and Exercise Psychology, 17, 35-53.
Pelletier, L. G., Vallerand, R. J., Blais, M. R., Briére, N. M., & Green-Demers, I. (1996). Vers une concepttualisation motivationnelle multidimensionnelle du loisir: Construction et validation de íÉchelle de motivation vis-à -vis des loisirs (EML) [Construction and validation of the Leisure Motivation Scale]. Loisir et Société, 19, 559-585.
Pepper, S. C. (1942). World hypotheses. Berkeley, CA: University of California Press.
Pervin, L. A. (1989). Goal concepts in personality and social psychology. Hillsdale, NJ: Erlbaum.
Piaget, J., Garcia, R., & Easley, H. (1991). Toward a logic of meanings. Hillsdale, NJ: Erlbaum.
Piaget, J., Garcia, R., & Feider, H. (1989). Psychogenesis and the history of science. New York: Columbia University Press.
Powers, W. T. (1973). Behavior: The control of perception. Chicago: Aldine.
Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity: The influence of achievement goals on motivation processes, In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1-50). IL: Human Kinetics.
Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313-336.
Roedel, T. D., & Schraw, G. (1995). Beliefs about intelligence and academic goals. Contemporary Educational Psychology, 20, 464-468.
Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, NJ: Prentice Hall.
Ryan, R. M. (1995). The integration of behavioral regulation within life domains. Journal of Perdsonality, 63, 397-429.
Ryan, R. M., Scheldon, K., Kasser, T., & Deci, E. L. (1995). Edo-in-volved persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185-205.
Sarrazin, P., Biddle, S., Famose, J., Cury, F ., Fox, K., & Durand, M. (1996). Goal orientations and conceptions of the nature of sport ability in children: A social cognitive approach. British Journal of Social Psychology, 35, 399-414.
Shweder, R.A. (1993). The cultural meaning of emotions. In M. Lewins & J. M. Haviland (Eds.), Handbook of emotions (pp.417-431). New York: Guilford Press.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relation with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81.
Skinner, B. F. (1938). The behavior of organisms: An experimental analysis.Englewood Cliffs, NJ: Prentice Hall.
Smith, M., Duda, J., Allen, J., & Hall, H. (2002). Contemporary measures of approach and avoidance goal orientations: Sinimlarities and differences. British Journal of Educational Psychology, 72, 155-190.
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence. Journal of Sports Sciences , 19, 397-409.
Stipek, D., & Gralinski, J.H. (1996). Children’s beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.
Tabernero, C., & Wood, R. E. (1999). Implicit theories versus the social construal of ability in self-regulation and performance on a complex task. Organizational Behavior and Human Decision Processes, 78, 104-127.
Tanaka, A., & Yamauchi, H. (2000). Causal models of achievement motive, goal orientation, intrinsic interest, and academic achievement in classroom. The Japanese Journal of Psychology, 71, 317-324.
Thorndike, E. (1911). Animal Intelligence. New York: Macmillan.
Treasure, D. C. (1993). A social-cognitive approach to understanding children’s achievement behavior, cognitions, and affect in competitive sport. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign.
Trope, Y. (1983). Self-assessment in achievement behavior. In J. Suls, & A .J. Greenwald (Eds.), Psychological perspectives on the self, Vol.2 (pp. 93-121). Hillsdale, NJ: Lawrence Erlbaum Associations.
Vallerand. R. J. (1993). La motivation intriséque et extrinséque en contexte naturel: Implications pour les contexts de íéducation, du travail, des relations interpersonnelles et des loisirs [Intrinsic and extrinsic motivation in natural contexts: Implications for the education, work, interpersonal relationships, and leisure contexts]. In R. J. Vallerand & E. E. Thill (Eds.), Introduction à la psychologie de la motivation [Introduction to the psychology of motivation] (pp.533-582). Laval, Quebec: Etudes Vivants.
Vallreand, R. J. (1997). Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol.29, pp.271-360). New York, San Diego: Academic Press.
Vallreand, R. J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp.263-320). Champaign, IL: Human Kinetics.
Vallreand, R. J., Mageau, G. A., Elliot, A. J., Dumais, A., Demers, M. A., & Rousseau, F. (2007). Passion and performance attainment in sport. Psychology of sport and Exercise.
Wang, J. C. K. & Biddle, S. J. H. (2001). Young people’s motivational profiles in physical activity: A cluster analysis. Journal of Sport & Exercise Psychology, 23, 1-22.
Wegner, D. M. (1994). Ironic process of mental control. Psychological Review, 101, 34-52.
Wegner, D. M., & Vallacher, R. R. (1977). Implict psychology: An introduction to social cognition. New York: Oxford University Press.
White, R. W. (1959). Motivation reconsidered: The concept of competence.
Psychological Review, 66, 297-333.
Whitehead, A, N. (1929). Process and reality. New York: Free Press.
Yoo, J. (1999). Motivational behavioral correlates of goal orientation and perceived motivational climate in physical education contexts. Perceptual and Motor Skills, 89, 262-274.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE