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題名：The Relations among Trichotomous Achievement Goals, Self-Efficacy, and Self-Regulation in EFL Sixth-Grade Classes in Taiwan
書刊名：國立臺北師範學院學報. 教育類
作者：何東憲 引用關係
作者(外文)：He, Tung-hsien
出版日期：2004
卷期：17:1
頁次：頁111-134
主題關鍵詞：國小英語教學；成就目標三分法；自我效能；自我學習；精進目標；表現目標；避免目標；Trichotomous goals；Mastery goals；Approach goals；Avoidance goals；Self-regulation；Self-efficacy
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
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  • 點閱點閱:17
　　　　　本文針對臺灣地區國小六年級學生，探討其學習英語時，所採取的成就目標與自我效能和自我學習間的因果關係。本文採用「成就目標三分法」，將成就目標區別為「精進目標」、「表現目標」、以及「避免目標」等三類，同時亦採用「自我效能」和「自我學習」理論，且參酌學者Midgley (1998)， Pintrich 和 Groot (1990) 的量表，發展出「成就目標量表」、「自我效能量表」和「自我學習量表」，並針對319位國小六年級學生加以施測，且以結構方程模式 (SEM)分析所得資料。結果發現：（一）、自我效能會影響研究對象所採取的「精進目標」、「表現目標」、與「避免目標」；（二）、唯有精進目標會影響研究對象的自我學習；（三）、自我效能會間接影響自我學習的多寡。研究者並依據發現對國小英語教學提出相關的建議。
　　　　　This study explored the relations among trichotomous achievement goals, self-efficacy, and self-regulated learning of EFL elementary school students in Taiwan. In the literature, it has been argued that distinctive trichotomous goals, including the mastery, approach, and avoidance goals, would associate with different levels of self-efficacy and self-regulation. However, this argumentation has not been well attested in EFL learning contexts like those in Taiwan. Prompted by this proposition, this study aimed to test a hypothetical model that comprised two propositions: (a) self-efficacy would contribute to the adoption of the trichotomous goals, and (b) mastery and approach goals would lead to more self-regulated learning, whereas the avoidance goals would not exert these effects. To answer these inquiries, a reliable and valid questionnaire that contained three scales to measure goals, self-efficacy, and self-regulation was administrated to 319 Taiwanese EFL sixth-graders who had been randomly selected from a suburban school. Participants' responses to scale items were gathered, computed, and analyzed by using the structural equation model with latent variables to pinpoint proposed causal relations (SEM: Lisrel 8.51). Results indicated that: (a) the adoption of mastery, approach, and avoidance goals was attributed to self-efficacy of participants; (b) merely the mastery goal contributed to self-regulated learning; and (c) self-efficacy exercised indirect but significant effects on self-regulation. Based on these findings, implications for EFL teaching and learning in elementary schools in Taiwan were provided.
期刊論文
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23.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
24.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
25.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
26.Duda, Joan L.、Nicholls, John G.(1992)。Dimensions of Achievement Motivation in Schoolwork and Sport。Journal of Educational Psychology，84(3)，290-299。  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
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圖書
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圖書論文
1.Bergen, R.、Dweck, C.(1989)。The functions of personality theories。Advances in social cognition: Social intelligence and cognitive assessments of personality。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
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5.Zimmerman, B. J.、Martinez-Pons, M.(1992)。Perceptions of efficacy and strategy use in the self-regulation of learning。Student perceptions in the classroom: Causes and consequences。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
6.Okada, M.、Oxford, R. L.、Abo, S.(1999)。Not all alike: Motivation and learning strategies among students of Japanese and Spanish in an exploratory study。Language learning motivation: Pathways to the new century。Hilo, HI。  new window
 
 
 
 
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