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題名：國中學生的工具性動機、目標導向與數學學業成就相關之研究
書刊名：新竹師院學報
作者：羅文秀／張淑玲
作者(外文)：Lo, Wen-hsiue／Chang, Shu-ling
出版日期：2005
卷期：20
頁次：頁27-61
主題關鍵詞：工具性動機；目標導向；Instrumentality；Goal orientations
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(7) 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:7
  • 共同引用共同引用:44
  • 點閱點閱:184
本研究旨在探討國中學生工具性動機、目標導向與學業成就之相關。本研究採用問卷調查法，以分層隨機抽樣法從臺北縣市國民中學學生中抽出440人為研究樣本，並以自編「工具性動機量表」與「目標導向量表」為研究工具，資料處理方面，以描述統計、變異數分析、逐步多元迴歸方法進行統計處理。結果發現，在背景變項上，男生的內外在工具性動機皆顯著高於女生，且皆隨年級而下降；而背景變項（性別、年級）與工具性動機在目標導向上有顯著差異；其次，不同工具性動機在學業就上沒有顯著差異，但不同目標導向在學業就上有顯著差異；最後，精熟目標導向、避敗目標導向與外在工具性動機對學業成就有顯著預測力，其共可解釋學業成就總變異量的14.8％。
The purpose of this research was to examine the relationships among instrumentality, goal orientations, and academic achievement of junior high school students. A sample of 440 junior high school students in Taipei city and country completed a set of instruments assessing the instrumentality and goal orientations. The descriptive statistics, ANOVA, step-wise multiple regression were the methods used to analyze the data. The research found that the variable of sex had a significant impact on intrinsic and extrinsic instrumentality, and males were higher than females. Besides, intrinsic and extrinsic instrumentality both decreased with grades. The background variables and instrumentality had a significant difference on goal orientations. Moreover, instrumentalities had no significant differences on academic achievement, but goal orientations had a significant difference on it. At last, mastery goal, performance-avoidance goal, and extrinsic instrumentality could significant predict academic achievement, they got 14.8% explained variance to students' achievement.
期刊論文
1.Simons, J.、Dewitte, S.、Lens, W.(2000)。Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation。British Journal of Psychology，91，335-351。  new window
2.Ames, C.(1992)。Classroom: Goal, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
3.Meece, J. L.、Holt, K.(1993)。A pattern analysis of students' achievement goals。Journal of Educational Psychology，85(4)，582-590。  new window
4.Rhodewalt, Frederick(1994)。Conceptions of Ability, Achievement Goals, and Individual Differences in Self‐Handicapping Behavior: On the Application of Implicit Theories。Journal of Personality，62(1)，67-85。  new window
5.趙柏原(20001000)。國中學生自我效能、求助態度與課業求助行為之相關研究。彰化師大教育學報，1，163-199。new window  延伸查詢new window
6.Ames, C.、Archer, J.(1987)。Mothers' belief about the role of ability and effort in school learning。Journal of Educational Psychology，79(4)，409-414。  new window
7.Anderman, E. M.、Midgley, C.(1997)。Change in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools。Contemporary Educational Psychology，22(3)，269-298。  new window
8.Eccles, J. S.、Wigfield, A.(1995)。In the mind of the actor: The structure of students' achievement task values and expectancy-related beliefs。Personality and Social Psychology Bulletin，21，215-225。  new window
9.Okech, J. G.(1987)。Cross-cultural analysis of mathematical attitudes of high school students and skills viewed as required for employment in Kenya。Psychological Reports，60，990-1003。  new window
10.Raynor, J. O.(1969)。Future orientation and motivation of immediate activity: An elaboration of the theory of achievement motivation。Psychological Review，76，606-610。  new window
11.Ablard, Karen E.、Lipschultz, Rachelle E.(1998)。Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender。Journal of Educational Psychology，90(1)，94-101。  new window
12.Hackeff, H.(1985)。Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis。Journal of Counseling Psychology，32，47-56。  new window
13.Husman, J.、Derryberry, W. P.、Crowson, H. M.、Lomax, R.(2004)。Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence。Contemporary Educational Psychology，29，63-76。  new window
14.Miller, R.、Greene, B.、Montalvo, G.、Ravindran, B.、Nichols, J.(1996)。Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability。Contemporary Educational Psychology，21，388-422。  new window
15.Simons, Joke、Dewitte, Siegfried、Lens, Willy(2003)。"Don't do it for me. Do it for yourself!" stressing the personal relevance enhances motivation in physical education。Journal of Sport & Exercise Psychology，25(2)，145-160。  new window
16.Xiang, Ping、Lee, A. M.、Solmon, M. A.(1997)。Achievement goals and their correlates among American and Chinese students in physical Education。Journal of Cross-Cultural Psychology，28(6)，645-660。  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.de Volder, M. L.、Lens, W.(1982)。Academic Achievement and Future Time Perspective as a Cognitive-Motivational Concept。Journal of Personality and Social Psychology，42(3)，566-571。  new window
19.Husman, J.、McCann, E.、Crowson, H. M.(2000)。Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions。International Journal of Educational Research，33(7/8)，777-799。  new window
20.Miller, R. B.、Brickman, S. J.(2004)。A model of future-oriented motivation and self-regulation。Educational Psychology Review，16(1)，9-33。  new window
21.Husman, J.、Lens, W.(1999)。The Role of the Future in Student Motivation。Educational Psychologist，34(2)，113-125。  new window
22.Greene, B. A.、Miller, R. B.、Crowson, H. M.、Duke, B. L.、Akey, K. L.(2004)。Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation。Contemporary Educational Psychology，29(4)，462-482。  new window
23.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
24.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
25.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
26.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
27.Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance motivation。Journal of Personality and Social Psychology，72，218-232。  new window
28.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
29.Elliot, Andrew J.、McGregor, Holly A.(2001)。A 2 x 2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
會議論文
1.Miller, R.、Brickman, S. J.(2003)。A model of future-oriented motivation and self-regulation。A symposium at the 2003 annual meeting of the American Educational Research。Chicago, IL。  new window
2.Husman, J.、Shell, D. F.、Just, H.(1996)。The inherent time perspective in goal orientation and strategy use。The1996 annual meeting of the American Psychological Association。Toronto, Canada。  new window
學位論文
1.林麗華(2002)。目標導向、社會比較、自我效能與課業壓力關係之研究(碩士論文)。彰化師範大學。  延伸查詢new window
2.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
3.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
4.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
5.鄭芬蘭(1995)。目標導向因果模式之驗證暨目標導向教學實驗方案之效果研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.黃德祥(2002)。青少年發展與輔導。台北：五南。  延伸查詢new window
2.Nuttin, J.、Lens, W.(1985)。Future time perspective and motivation: Theory and research method。Erlbaum。  new window
3.張紹勳、林秀娟(1994)。SPSS For Windows統計分析--初等統計與高等統計。松崗電腦圖書。  延伸查詢new window
4.王保進(2002)。視窗版SPSS與行為科學研究。臺北市：心理。  延伸查詢new window
5.Atkinson, J. W.、Feather, N. T.(1966)。A theory of achievement motivation。John Wiley and Sons。  new window
6.張春興(2001)。教育心理學：三化取向的理論與實踐。台北：東華。  延伸查詢new window
單篇論文
1.Shucard, S. B.，Hillman, S. B.(1990)。Feedback and goal condition: Effects on attributions of gifted adolescents(ED327046)。  new window
圖書論文
1.Aiken, L. R., Jr.(1994)。Mathematics attitude towards。The international encyclopedia of education。Oxford：Pergaman Press。  new window
2.Lens, W.、Simons, J.、Dewitte, S.(2001)。Student motivation and self-regulation as a function of future time perspective and perceived instrumentality。Motivation in learning contexts: Theoretical advances and methodological implications。Amsterdam：Elsevier。  new window
3.Lewin, K.(1942)。Time perspective and morale。Civilian morale。New York：Reynal & Hitchcock。  new window
4.Raynor, J. O.(1981)。Future orientation and achievement motivation: Toward a theory of personality functioning and change。Cognition in human motivation and learning。Leuven：Hillsdale, NJ：Leuven University Press：Erlbaum。  new window
 
 
 
 
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