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題名：國中生多重目標導向與其自我調整學習之關係
書刊名：教育心理學報
作者：侯玫如／程炳林 引用關係／于富雲 引用關係
作者(外文)：Hou, Mei-ju／Cheng, Biing-lin／Yu, Fu-yun
出版日期：2004
卷期：35:3
頁次：頁221-247
主題關鍵詞：多重目標導向；認知；動機；情感；學習行為；Multiple goals；Cognition；Motivation；Affect；Learning behavior
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(22) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:22
  • 共同引用共同引用:299
  • 點閱點閱:53
本研究試圖整合新近的修正目標理論及趨向—逃避動機論，主要的研究目的有三：（一）探討持不同精熟／趨向表現目標及趨向表現／逃避表現目標的國中生在認知、動機、情感與學習行為等自我調整學習成份上的差異情形。（二）分析國中生在上述自我調整學習成份上隨著時間而改變的情形。（三）探討前述多重目標與測量階段在國中生認知、動機、情感與學習行為等自我調整學習成份上之交互作用。為完成研究目的，本研究採縱貫研究，抽取310名國中一年級學生為研究樣本進行施測，並於間隔半年後，實施歸蹤測量。研究工具包括目標導向量表、認知量表、動機量表、情感量表和學習行為量表等。本研究所蒐集的資料以4（多重目標）×2（測量階段）二因子混合設計共變數分析進行考驗。研究結果顯示：（一）持不同精熟／趨向表現目標與不同趨向表現／逃避表現目標的國中生在訊息處理策略、後設認知策略、能力信念、期望成功、工作價值、正向情感、負向情感、自我障礙、工具性尋求協助、執行性尋求協助和努力等自我調整學習變項上有差異。（二）國中生在後設認知策略、能力信念、期望成功及努力等變項上隨著時間的發展有顯著的下降趨勢，但在自我障礙與執行性尋求協助上則隨著時間的發展而有顯著的上升趨勢。（三）國中生的精熟／趨向表現目標組與測量階段在後設認知策略與工作價值上有交互作用存在，而國中生的趨向／逃避表現目標與測量階段則在訊息處理策略、能力信念、工作價值及自我障礙上有交互作用存在。本研究根據研究結果進行討論，並提出學校教育與未來研究上之建議。
This study aims to integrate resent researches on revised goal theory and approach-avoidance theory, and its purposes are to (a) explore the effects of junior high school students’ mastery/approach performance goals and approach performance/avoidance performance goals on cognition, motivation, affect and learning behavior, (b) analyze the changes of students’ cognition, motivation, affect and learning behavior with the overall main effect of time; and (c) investigate the interactive effects of multiple goals by measuring time in junior high school students’ cognition, motivation, affect and learning behavior. The acquired data mainly come from 310 seventh-grade students with a half year study. The instruments used in this study include Goal Orientations Scale, Cognitive Strategies Inventory, Motivation Inventory, Affect Inventory, and Learning Behavior Inventory. The statistical methods used to analyze the data are 4 (multiple goals) ×2 (measuring time) two-way mixed design ANCOVA. The results indicated that (a) there are differences between students of mastery/approach performance goals and approach performance/avoidance performance goals in their using information-processing strategy, metacognitive strategy, ability belief, expectancy for success, positive effect, negative effect, self-handicapping and effort, (b) the development trends have a significant decline with time in students’ metacognitive strategy, ability belief, expectancy for success and effort, but there is a significant increase of de developmental trend with time in students’ self-handicapping and executive help-seeking; and (c) mastery/approach performance goals by measuring time have significant interactive effects on students’ metacognitive strategy and task value, and approach performance/avoidance performance goals by measuring time have significant interactive effects on students’ information-processing strategy, ability belief, task value and self-handicapping. Implications of the results and suggestions for school personnel and further research are also proposed in this study.
期刊論文
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3.Wentzel, K. R.(2000)。What is it that I'm trying to achieve? Classroom goals from a content perspective。Contemporary Educational Psychology，25(1)，105-115。  new window
4.Pajares, Frank、Graham, Laura(1999)。Self-efficacy, motivation constructs, and mathematics performance of entering middle school students。Contemporary Educational Psychology，24(2)，124-139。  new window
5.Smith, L.、Sinclair, K. E.、Chapman, E. S.(2002)。Students' Goals, Self-efficacy, Self-handicapping, and Negative Affective Responses: An Australian Senior School Student Study。Contemporary Educational Psychology，27，471-485。  new window
6.施淑慎、Alexander, J. M.(2000)。Interacting Effects of Goal Setting and Self- or Other-referenced Feedback on Children's Development of Self-efficacy and Cognitive Skill within the Taiwanese Classroom。Journal of Educational Psychology，92(3)，536-543。  new window
7.Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。  new window
8.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
9.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
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12.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
13.鄭芬蘭、林清山(19970900)。目標導向因果模式之驗證。教育心理學報，29，215-232。new window  延伸查詢new window
14.Boekaerts, M.(1987)。Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition。Communication and cognition，20(2)，207-224。  new window
15.林邦傑(19950100)。我國國小、國中、高中學生學習及讀書策略之比較分析。測驗年刊，42，349-370。new window  延伸查詢new window
16.Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。  new window
17.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
18.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
19.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
20.Covington, M. V.、Müeller, K. J.(2001)。Intrinsic versus extrinsic motivation: An approach/avoidance reformulation。Educational Psychology Review，13(2)，157-176。  new window
21.毛國楠、程炳林(19930700)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。new window  延伸查詢new window
22.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
23.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
24.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
25.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
26.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
27.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
28.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
29.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
30.Nicholls, John G.、Patashnick, Michael、Nolen, Susan B.(1985)。Adolescents' theories of education。Journal of Educational Psychology，77(6)，683-692。  new window
31.程炳林(20010400)。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(1)，67-92。new window  延伸查詢new window
32.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
33.McGregor, H. A.、Elliot, Andrew J.(2002)。Achievement goals as predictors of achievement-relevant processes prior to task engagement。Journal of Educational Psychology，94(2)，381-395。  new window
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35.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
36.Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。  new window
37.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
38.Pintrich, Paul R.(1999)。The role of motivation in promoting and sustaining self-regulated learning。International journal of educational research，31(6)，459-470。  new window
39.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
40.Ziegler, A.、Heller, K. A.(2000)。Approach and Avoidance Motivation as Predictors of Achievement Behavior in Physics Instructions among Mildly and Highly Gifted Eighth-grade Students。Journal for the Education of the Gifted，23(4)，343-359。  new window
41.Bembenutty, H.(1999)。Sustaining Motivation and Academic Goals: The Role of Academic Delay of Gratification。Learning and Individual Differences，11，233-258。  new window
42.Elliot, Andrew J.、Covington, M. V.(2001)。Approach and avoidance motivation。Educational Psychology Review，13(2)，73-92。  new window
43.Midgley, C.(1993)。Motivation and Middle Level Schools。Advances in Motivation and Achievement，8，217-274。  new window
44.Harackiewicz, Judith M.、Barron, K. E.、Tauer, J. M.、Elliot, Andrew J.(2002)。Predicting Success in College: A Longitudinal Study of Achievement Goal and Ability Measures as Predictors of Interest and Performance from Freshman Year through Graduation。Journal of Educational Psychology，94，562-575。  new window
45.楊淑晴(1997)。高中學生英文學習策略與英文性向之相關研究。人文及社會學科教學通訊，8(3)，119-140。  延伸查詢new window
會議論文
1.Vermunt, J. D. H. M.(1989)。The Interplay between Internal and External Regulation of Learning, and the Design of Process-oriented Instruction。Madrid, Spain。  new window
研究報告
1.程炳林、林清山(2000)。中學生自我調整學習之研究 (計畫編號：NSC89-2413-H-035-001)。  延伸查詢new window
2.程炳林(1998)。認知-意動成分與學習表現之關係暨二階驗證性因素分析模式之適配性 (計畫編號：NSC87-2413-H035-002)。臺北：行政院國家科學委員會。  延伸查詢new window
學位論文
1.蕭素玲(2002)。高中生課業求助行為之相關研究(碩士論文)。國立成功大學，台南市。  延伸查詢new window
2.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。new window  延伸查詢new window
3.向天屏(2000)。國中小學生成就目標導向、學習策略、自我跛足策略與學業成就關係之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Pintrich, P. R.、Schunk, D. H.(1996)。Motivation in education: Theory, research, and application。Englewood Cliffs, NJ：Prentice Hall。  new window
2.Covington, M. V.(1992)。Making the grade: A self-worth perspective on motivation and school reform。New York, NY：Holt, Rinehart, & Winston：Cambridge University Press。  new window
3.Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。  new window
4.Nelson-Le Gall, S.、Resnick, L.(1998)。Help-seeking, achievement motivation, and the social practice of intelligence。Strategic help seeking implications for learning and teaching。Mahwah, NJ。  new window
圖書論文
1.Snow, R. E.、Corno, L.、Jackson, D. III(1996)。Individual differences in affective and conative functions。Handbook of Educational Psychology。New York：Macmillan。  new window
2.Zimmerman, Barry J.(1989)。Models of self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。Springer-Verlag。  new window
3.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
4.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
5.Urdan, T. C.(1997)。Achievement Goal Theory: Past Results, Future Directions。Advances in Motivation and Achievement。JAI Press。  new window
6.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
7.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
8.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
 
 
 
 
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