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題名：四向度目標導向模式之研究
書刊名：師大學報. 教育類
作者：程炳林 引用關係
作者(外文)：Cherng, Biing-lin
出版日期：2003
卷期：48:1
頁次：頁15-40
主題關鍵詞：目標導向；成就目標；趨向行為；逃避行為；Achievement goals；Goal orientations；Approach behaviors；Avoidance behaviors
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(27) 博士論文(15) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:27
  • 共同引用共同引用:149
  • 點閱點閱:64
最近目標導向的研究者主張以趨向/逃避焦點及精熟/表現導向重新建構目標導向理論，並將目標導向區分成趨向精熟、逃避精熟、趨向表現及逃避表現四種目標。本研究的目的是在考驗依前述主張而建構的四向度目標導向模式是否更能解釋實際的觀察資料，並分析四種目標導向與學習者的學習成就、趨向行為、逃避行為之關係。受試者抽取自臺灣地區九所國中一到三年級共610位學生，所蒐集的資料以結構方程模式法進行分析。研究結果顯示四向度目標導向模式具有理想的整體適配度、內在品質、幅合與區別效度，適合用來解釋國中生的觀察資料。四種目標導向與學習者學習成就、趨向行為、逃避行為之間有不同的關係：趨向精熟目標正向預測受試者的學習成就和趨向行為，負向預測受試者的逃避行為。與趨向精熟目標正好相反，逃避表現目標負向預測受試者的學習成就與趨向行為，正向預測受試者的逃避行為。趨向表現目標正向預測受試者的學習成就和趨向行為，但無法預測受試者的逃避行為。逃避精熟目標如同研究推論一般，比趨向精熟目標有較多不適應的結果，但比逃避表現目標有較多正向的結果。它正向預測受試者的學習成就與趨向行為，但預測力比趨向精熟目標低；逃避精熟目標也正向預測受試者的逃避行為，但其預測力比逃避表現目標低。本研究根據研究結果在理論上的涵義進行討論，並提出未來研究的建議。
In the current study of achievement goal theory a 4-goal model has been proposed in terms of an approach/avoidance focus and master/performance orientation: approach-mastery, avoidance-mastery, approach-performance, and avoidance-performance. This study is an attempt to test a confirmatory factor analysis model of this 4-dimensional goal orientation theory by using structural equation modeling (SEM). Further more, the relationship between these goals and junior high school student', learning achievement, approach and avoidance behaviors was tested. The subjects were 610 students from 9 junior high schools. The theoretical model fitted the observed data well; thus this study supported the recent results of research on achievement goal theory. The approach-mastery goal positively predicted learning performance and approach behaviors and negatively predicted avoidance behaviors; conversely, the avoidance-performance goal negatively predicted learning performance and approach behaviors and positively predicted avoidance behaviors. The approach-performance goal positively predicted learning performance and approach behaviors but could not predict avoidance behaviors. The pattern for avoidance-mastery goals was, as hypothesized, more negative than that for approach-mastery goals and more positive than that for avoidance-performance goals. In the conclusion the implications for theory and research are discussed.
期刊論文
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2.Diener, C. I.、Dweck, C. S.(1980)。An analysis of learned helplessness: II. The processing of success。Journal of Personality and Social Psychology，39(5)，940-952。  new window
3.Midgley, C.、Kaplan, A.、Middleton, M.、Maehr, M. L.、Urdan, T.、Anderman, E.、Roeser, R.、Anderman, L. H.(1998)。The development and validation of scales assessing students' achievement goal orientations。Contemporary Educational Psychology，23(2)，113-131。  new window
4.Elliot, Andrew J.、Thrash, Todd M.(2002)。Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals。Journal of Personality and Social Psychology，82(5)，804-818。  new window
5.Linnenbrink, E. A.、Pintrich, P. R.(2002)。Achievement goal theory and affect: An asymmetrical bidirectional model。Educational Psychologist，37(2)，69-78。  new window
6.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
7.程炳林、林清山(20021000)。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(1)，43-60。new window  延伸查詢new window
8.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。  new window
9.Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology，94(1)，88-106。  new window
10.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping: What We Know, What More There Is to Learn?。Educational Psychology Review，13，115-138。  new window
11.Harackiewicz, J. M.、Barron, K. E.、Elliot, A. J.(1998)。Rethinking achievement goals: When are they adaptive for college students and why?。Educational Psychologist，33(1)，1-21。  new window
12.Midgley, Carol、Arunkumar, Revathy、Urdan, Timothy C.(1996)。"If I Don't Do Well Tomorrow, There's a Reason": Predictors of Adolescents' Use of Academic Self-Handicapping Strategies。Journal of Educational Psychology，88(3)，423-434。  new window
13.Covington, M. V.、Müeller, K. J.(2001)。Intrinsic versus extrinsic motivation: An approach/avoidance reformulation。Educational Psychology Review，13(2)，157-176。  new window
14.Nicholls, J. G.、Cheung, P.、Lauer, J.、Patashnick, M.(1989)。Individual differences in academic motivation: Perceived ability, goals, beliefs, and values。Learning and Individual Differences，1，63-84。  new window
15.Dweck, C. S.(1975)。The Role of Expectations and Attributions in the Alleviation of Learned Helplessness。Journal of Personality and Social psychology，31(4)，674-685。  new window
16.Nicholls, J. G.(1978)。The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability。Child Development，49(3)，800-814。  new window
17.Pintrich, Paul R.(2000)。Multiple goals, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology，92(3)，544-555。  new window
18.Anderson, James C.、Gerbing, David W.(1988)。Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach。Psychological Bulletin，103(3)，411-423。  new window
19.Middleton, M. J.、Midgley, C.(1997)。Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory。Journal of Educational Psychology，89(4)，710-718。  new window
20.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
21.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
22.Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
23.Rubio, Doris McGartland、Berg-Weger, Maria、Tebb, Susan S.(2001)。Using structural equation modeling to test for multidimensionality。Structural Equation Modeling: A Multidisciplinary Journal，8(4)，613-626。  new window
24.Diener, Carol I.、Dweck, Carol S.(1978)。An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure。Journal of Personality and Social Psychology，36(5)，451-462。  new window
25.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
26.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
27.Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology，72(1)，218-232。  new window
28.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
29.Nicholls, John G.、Patashnick, Michael、Nolen, Susan B.(1985)。Adolescents' theories of education。Journal of Educational Psychology，77(6)，683-692。  new window
30.Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。  new window
31.Pintrich, P. R.(2000)。An achievement goal theory perspective on issues in motivation terminology, theory, and research。Contemporary Educational Psychology，25(1)，92-104。  new window
32.程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。new window  延伸查詢new window
33.Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A school-wide approach。Educational Psychologist，26(3)，399-427。  new window
34.Barron, K. E.、Harackiewicz, J. M.(2001)。Achievement goals and optimal motivation: Testing multiple goal models。Journal of Personality and Social Psychology，80(5)，706-722。  new window
35.Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。  new window
36.程炳林(20020400)。多重目標導向、動機問題與調整策略之交互作用。師大學報. 教育類，47(1)，39-58。new window  延伸查詢new window
37.Dweck, C. S.、Reppucci, N. D.(1973)。Learned Helplessness and Reinforcement Responsibility in Children。Journal of Personality and Social Psychology，25，109-116。  new window
38.Elliot, Andrew J.、Covington, M. V.(2001)。Approach and avoidance motivation。Educational Psychology Review，13(2)，73-92。  new window
39.Midgley, C.(1993)。Motivation and Middle Level Schools。Advances in Motivation and Achievement，8，217-274。  new window
40.Nicholls, J. G.(1980)。The development of the concept of difficulty。Merrill-Palmer Quarterly，26，271-281。  new window
41.Ryan, A. M.、Pintrich, P. R.、Midgley, C.(2001)。Avoiding Seeking Help in the Classroom: Who and Why?。Educational Psychology Review，13(2)，93-114。  new window
學位論文
1.侯玫如(2002)。多重目標導向對國中生認知、動機、情感與學習行為之影響(碩士論文)。國立成功大學，臺南市。  延伸查詢new window
圖書
1.Jöreskog, K. G.、Sörbom, D.、du Toit, S.、du Toit, M.(1999)。LISREL 8: New statistical features。Chicago, IL：Scientific Software International。  new window
2.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。  new window
3.Pedhazur, E. J.(1997)。Multiple regression in behavioral research: Explanation and prediction。Fort Worth, TX：New York：Harcourt and Brace：Holt, Rinehart, and Winston。  new window
4.Kelloway, E. K.(1998)。Using LISREL for Structural Equation Modeling。Sage。  new window
5.Diamantopoulos, Adamantios、Siguaw, Judy A.(2000)。Introducing LISREL: A Guide for the Uninitiated。Sage。  new window
6.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
7.Maruyama, Geoffrey M.(1998)。Basics of structural equation modeling。Sage。  new window
其他
1.Jöreskog, Karl G.，Sörbom, Dag(2001)。LISREL (Version 8.51)，Chicago, IL。  new window
圖書論文
1.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。  new window
2.Dweck, C. S.、Elliott, E. S.(1983)。Achievement motivation。Handbook of child psychology vol. 4: Socialization, personality, and social development。New York：Wiley。  new window
3.Pintrich, P. R.、Garcia, T.(1991)。Students goal orientation and self-regulation in the college classroom。Advances in motivation and achievement: Goals and self-regulatory processes。Greenwich, CT：JAI Press。  new window
4.Urdan, T. C.(1997)。Achievement Goal Theory: Past Results, Future Directions。Advances in Motivation and Achievement。JAI Press。  new window
5.Nicholls, J. G.(1984)。Conceptions of ability and achievement motivation。Research on motivation in education: Student motivation。New York, NY：Academic Press。  new window
6.Elliot, Andrew J.(1997)。Integrating the ''Classic'' and ''Contemporary'' Approaches to Achievement Motivation: A Hierarchical Model of Approach and Avoidance Achievement Motivation。Advances in Motivation and Achievement。Greenwich, CT：JAI Press。  new window
7.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
8.Marsh, H. W.、Balla, J. R.、Hau, K. T.(1996)。An Evaluation of Incremental Fit Indices: A Clarification of Mathematical and Empirical Properties。Advanced Structural Equation Modeling: Issues and Techniques。Lawrence Erlbaum Associates。  new window
 
 
 
 
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