2x2成就目標理論架構之驗證__臺灣人文及社會科學引文索引資料庫

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題名：	2x2成就目標理論架構之驗證
書刊名：	教育與心理研究
作者：	李仁豪／余民寧
作者(外文)：	Li, Ren-hua／Yu, Min-ning
出版日期：	2003
卷期：	26:3
頁次：	頁433-470
主題關鍵詞：	2x2成就目標理論架構；成就動機；多元成就目標理論；精熟-表現；趨向-逃避；2x2 achievement goal theory framework；Achievement motivation；Multiple achievement goals；Mastery-performance；Approach-avoidance
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:5 共同引用:53 點閱:357

本文的目的，主要是在認證Elliot&McGregor(2001)最新提出的2X2成就目標理論架構以探討成就目標理論的啟元及發展概況。原本元自成就動機的成就目標理論，開始於二元架構（即精熟－表現），而後過渡到三元架構（即趨向精熟、趨向表現、逃避表現），再到今日結合精熟－表現及趨向－逃避向度的２Ｘ２成就目標理論架構與相關變相的因果路徑，得到大致可接受的驗證結果，四類成就目標作為箝制事件及後果事件的中介變相得到證實、但並非完美。幾個相關的變項，包括前置事件（例如，動機天性、內隱人格理論、個體社會化歷史）及後果事件（例如，預期考試焦慮、考試表現、隨後成就目標的調整、健康中心就診），都與該理論架構有關。藉由統計工具LISREL進行結構方成模式分析成就目標理論架構與前置及後果是件之間的因果關係，所獲得的研究結果，可以提供學生、父母、老師與多有關學習上應注意事項的啟示。文後並提出許多有關２Ｘ２成就目標理論架構的反思與建議，供讀者參考。

以文找文

The main purpose of this article is to verify the origin and development of the achievement goal theory by 2x2 achievement goal theory framework most recently proposed by Elliot & Mcgregor (2001). Achievement goal theory originated from the achievement motivation that initiated from mastery-performance dichotomy, then passed through the transitive form, the trichotomous framework, inclusive of mastery, performance-approach, and performance-avoidance goals, and finally incorporated the approach-avoidance distinction fully into the mastery-performance framework to create a 2x2 achievement goal framework, comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals. By means of the structural equation modeling (SEM) investigating the causal paths of 2x2 achievement goal theory framework and their related variables had achieved acceptable results, although not absolutely idea. Four types of achievement goals working as mediators between antecedents and consequences were verified. Several variables including antecedents (e.g., motive dispositions, implicit personality theories, individuals socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits) all related with the theory framework. Causal path relationships among achievement goal theory framework, antecedents, and consequences acquired from SEM by the LISREL program could provide students, parents, and teachers with much valuable advice about learning. Finally, the article makes many suggestions about 2x2 achievement goal theory framework for future studies.

以文找文

期刊論文
1.	陳嘉成(20010600)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究，24(上)，167-189。延伸查詢
2.	Elliot, A. J.、McGregor, H. A.、Gable, S.(1999)。Achievement goals, study strategies, and exam performance: A mediational analysis。Journal of Educational Psychology，91(3)，549-563。
3.	Kaplan, A.、Midgley, C.(1997)。The effect of achievement goals: Does level of perceived achievement competence make a difference?。Contemporary Educational Psychology，22，415-435。
4.	Vandewalle, Don(1997)。Development and validation of a work domain goal orientation instrument。Educational and Psychological Measurement，57(6)，995-1015。
5.	Covington, M. V.(2000)。Goal theory, motivation, and school achievement: An integrative review。Annual Review of Psychology，51，171-200。
6.	Darling, N.、Steinberg, L.(1993)。Parenting style as context: An integrative model。Psychological Bulletin，113(3)，487-496。
7.	Cudeck, R.(1989)。Analysis of Correlation Matrices Using Covariance Structure Models。Psychological Bulletin，105，281-302。
8.	Cury, F.、Buddle, S.、Famose, J. P.、Goudas, M.、Sarrazin, P.、Durand, M.(1996)。Personal and situational factors influencing intrinsic interest of adolescent girls in school physical education: A structural equation modelling analysis。Educational Psychology，16(3)，305-315。
9.	Standage, M.、Treasure, D. C.(2002)。Relationship among achievement goal orientations and multi-dimensional situational motivation in physical education。British Journal of Education Psychology，72，87-103。
10.	Anderman, E. M.、Young, A. J.(1994)。Motivation and strategy use in science: Individual differences and classroom effects。Journal of Research in Science Teaching，31(8)，811-833。
11.	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。
12.	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。
13.	Elliott, E. S.、Dweck, C. S.(1988)。Goals: An Approach to Motivation and Achievement。Journal of Personality and Social Psychology，54(1)，5-12。
14.	Förster, J.、Higgins, E. T.、Idson, L. C.(1998)。Approach and avoidance strength during goal attainment: Regulatory focus and the "goal looms larger" effect。Journal of Personality and Social Psychology，75(5)，1115-1131。
15.	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。
16.	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。
17.	Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。
18.	Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。
19.	Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。
20.	Button, S. B.、Mathieu, J. E.、Zajac, D. M.(1996)。Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation。Organizational Behavior and Human Decision Processes，67(1)，26-48。
21.	Duda, Joan L.、Nicholls, John G.(1992)。Dimensions of Achievement Motivation in Schoolwork and Sport。Journal of Educational Psychology，84(3)，290-299。
22.	Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。
23.	Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。
24.	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。
25.	Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。
26.	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。
27.	Pintrich, P. R.(2000)。An achievement goal theory perspective on issues in motivation terminology, theory, and research。Contemporary Educational Psychology，25(1)，92-104。
28.	Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A school-wide approach。Educational Psychologist，26(3)，399-427。
29.	Atkinson, J. W.(1957)。Motivational Determinants of Risk-Taking Behavior。Psychological Review，64(6, Pt.1)，359-372。
30.	Vlachopoulos, S.、Biddle, S. J. H.(1997)。Modeling the Relation of Goal Orientation to Achievement-Related Affect in Physical Education: Does Perceived Ability Matter?。Journal of Sport & Exercise Psychology，19(2)，169-187。
31.	Bargh, J.(1997)。The automaticity of everyday life。Advances in Social Cognition，10，1-61。
32.	Cacioppo, J.、Priester, J.、Berntson, G.(1993)。Rudimentary determinants of attitudes: II. Arm flexion and extention have differential effects on attitudes。Journal of Personality and Social Psychology，65，5-17。
33.	Elliot, A.、McGregor, H.(1999)。Test anxiety and hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology，76，628-644。
34.	Elliot, A.、Sheldon, K.(1998)。Avoidance personal goals and the personality-illness relationship。Journal of Personality and Social Psychology，73，171-185。
35.	Fox, K. R.、Goudas, M.、Biddle, S. J. S.、Duda, J. L.、Armstrong, N.(1994)。Task and ego goal profiles in sport。British Journal of Educational Psychology，64，253-261。
36.	Gonzalez-Pienda, J. A.、Nunez, J. C.、Gonzalez-Pumariega, S.、Alvarez, L.、Roces, C.、Garcia, M.(2002)。A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement。The Journal of Experimental Education，70，257-287。
37.	Kaplan, A.、Gheen, M.、Midgley, C.(2002)。Classroom Goal Structure and Student Disruptive Behavior。British Journal of Educational Psychology，72(2)，191-211。

學位論文
1.	陳嘉成(1999)。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機和數學成就之關係(博士論文)。國立政治大學。延伸查詢

圖書
1.	Murray, H. A.(1938)。Explorations in personality。New York：Oxford University Press。
2.	Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。
3.	McClelland, D. C.、Atkinson, J. W.、Clark, R. A.、Lowell, E. L.(1953)。The Achievement motive。Appleton-Century-Crofts。
4.	Carver, Charles S.、Scheier, Michael F.(1995)。Perspectives on personality。Perspectives on personality。Boston, MA。
5.	Pintrich, P. R.、Garcia, T.(1994)。Self-regulated learning in college students: Knowledge, strategies, and motivation。Student motivation, cognition, and learning。Hillsdale, NJ。
6.	Zajonc, R.(1998)。Emotion。The handbook of social psychology。New York, NY。

其他
1.	吳靜吉，余民寧，陳嘉成，林偉文(1999)。教室動機氣候量表的建立與修訂，沒有紀錄。延伸查詢

圖書論文
1.	Maehr, M. L.(1989)。Thoughts about Motivation。Research on Motivation in Education: Goals and Cognitions。New York, NY：Academic Press。
2.	Biddle, Stuart J. H.(2001)。Enhancing Motivation in Physical Education。Advances in motivation in Sport and exercise。Champaign, IL：Human Kinetics。
3.	Dweck, C. S.、Elliott, E. S.(1983)。Achievement motivation。Handbook of child psychology vol. 4: Socialization, personality, and social development。New York：Wiley。
4.	Hoyle, R. H.、Panter, A. T.(1995)。Writing about structural equation models。Structural Equation Modeling: Concepts, Issues, and Applications。Thousand Oaks, California：Sage Publications。
5.	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。
6.	Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。

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