臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：以結構方程模式探討並驗證成就目標與學習行為的關系
書刊名：教育與心理研究
作者：李仁豪 引用關係
作者(外文)：Le, Ren-hau
出版日期：2005
卷期：28:3
頁次：頁551-580
主題關鍵詞：成就目標；學習策略；考試焦慮；數學成就；結構方程模式；Achievement goal；Learning strategy；Test anxiety；Math achievement；Structure equation model
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(3) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:315
  • 點閱點閱:46
成就目標與學習行為（包括學習策略、考試焦慮、數學成就）間的關係在此研究中被討論。樣本取自臺灣1,332名國中生，使用結構方程模式來探討並驗證成就目標與學習行為間的關係。理論模式與蒐集的資料能夠適配，研究結果發現數學成就可被考試焦慮解釋4%左右，但學習策略對數學成就的效果似乎並未如過去宣稱的那麼有效。此外，負向回饋圈允許考試焦慮的干擾假設及缺陷假設並存，但似乎更支持干擾假設。而趨向精熟目標與趨向表現目標對數學成就的效果亦被詳細討論。值得注意的是，本模式的回饋圈提供了一個探討自我調節學習動態過程的方式；最後，本研究提供珍貴的建議予未來的研究及教育實務。
Achievement goals and several important factors related to learning behavior, including learning strategy, test anxiety, and mathematics achievement, were discussed in the present research. By sampling 1,332 junior high school students in Taiwan, and by adopting structure equation model, the relationships among achievement goals and learning behavior were explored and verified. The model proposed about achievement goals and learning behavior can fit the data collected. The present research shows that the variance of math achievement could be explained 4% or so by test anxiety. But the effect from learning strategy on math seems not so much great as it was declared then. Further, the verification of negative feedback loop between test anxiety and learning strategy makes interference hypothesis and deficit hypothesis of test anxiety coexist, but it seems to support interference hypothesis much more. Besides, the effects of mastery-approach achievement goal and performance-approach achievement goal on math were also discussed in detail. It deserved to note that the feedback loop of the model provided a way to study the dynamic process of self-regulated learning. Finally, the present research offered some precious suggestions for future studies and practice on education.
期刊論文
1.Ma, X.(1999)。A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics。Journal for Research in Mathematics Education，30(5)，520-540。  new window
2.Ames, C.、Archer, J.(1988)。Achievement Goal in the Classroom: Students' Learning Strategies and Motivational Process。Journal of Educational Psychology，80(3)，260-267。  new window
3.Smith, M.、Duda, J. L.、Allen, J.、Hall, H.(2002)。Contemporary measures of approach and avoidance goal orientations: Similarities and differences。British Journal of Educational Psychology，72(2)，155-190。  new window
4.Seibert, J. K.、Gettinger, M.(2002)。Contributions of Study Skills to Academic Competence。School Psychology Review，31(3)，350-366。  new window
5.Baumann, J. F.、Bergeron, B. S.(1993)。Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements。Journal of Reading Behavior，25(4)，407-437。  new window
6.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。  new window
7.Montague, M.(1992)。The effects of cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities。Journal of Learning Disabilities，25(4)，230-248。  new window
8.Harackiewicz, Judith M.、Thrash, Todd M.、Elliot, Andrew J.、Pintrich, Paul R.、Barron, Kenneth E.(2002)。Revision of Achievement Goal Theory: Necessary and Illuminating。Journal of Educational Psychology，94(3)，638-645。  new window
9.Hembree, Ray(1990)。The Nature, Effects, and Relief of Mathematics Anxiety。Journal for Research in Mathematics Education，21(1)，33-46。  new window
10.Prins, P. J. M.、Hanewald, G. J. F. P.(1997)。Self-statements of test-anxious children: Thought-listing and questionnaire approaches。Journal of Consulting and Clinical Psychology，65，440-447。  new window
11.Bouffard, T.、Vezeau, C.、Bordeleau, L.(1998)。A developmental study of the relation between combined learning and performance goals and students' self-regulated learning。British Journal of Education Psychology，68，309-319。  new window
12.Bulgren, J. A.、Hock, M.、Schumaker, J. B.、Deshler, D. D.(1995)。The effects of instruction in a paired associates strategy on the information mastery performance of students with learning disabilities。Learning Disabilities Research & Practice，10(1)，22-37。  new window
13.Bush, W. S.(1991)。Factors related to changes in elementary students' mathematics anxiety。Focus on Learning Problems in Mathematics，13，33-43。  new window
14.Davey, G. C. L.(1994)。Trait factors and ratings of controllability as predictors of worrying about significant life stressor。Personality and Individual Differences，16，379-384。  new window
15.Harackiewicz, J. M.、Barron, K. E. M.、Elliot, A. J.(1998)。Rethinking achievement goal: When they are adaptive for college students and why?。Educational Psychologist，33，1-21。  new window
16.Jones, C. H.、Slate, J. R.、Blake, R. C.、Holifield, S. D.(1992)。Two investigations of the academic skills of junior and senior high school students。High School Journal，76，24-29。  new window
17.Lucangeli, D.、Coi, G.、Bosco, P.(1998)。Metacognitive awareness in good and poor math problem solvers。Learning Disabilities Research & Practice，12，219-244。  new window
18.Midgley, C.、Kaplan, A.、Middleton, M.(2001)。Performance-approach goal: Good for what, for whom, under what circumstances, and at what cost?。Journal of Educational Psychology，93，77-86。  new window
19.Newbegin, I.、Owens, A.(1996)。Self-esteem and anxiety in secondary school achievement。Journal of Social Behavior and Personality，11，521-530。  new window
20.Paris, S. G.、Winograd, P.(1990)。Promoting metacognition and motivation of exceptional children。Remedial and Special Education，11，7-15。  new window
21.李仁豪、余民寧(20030900)。2x2成就目標理論架構之驗證。教育與心理研究，26(3)，433-470。new window  延伸查詢new window
22.Oostdam, R.、Meijer, J.(2003)。Influence of test anxiety on measurement of intelligence。Psychological Reports，92(1)，3-21。  new window
23.Hembree, R.(1988)。Correlates, causes, effects, and treatment of test anxiety。Review of Educational Research，58(1)，47-77。  new window
24.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
25.Liebert, Robert M.、Morris, Larry W.(1967)。Cognitive and emotional components of test anxiety: A distinction and some initial data。Psychological Reports，20(3)，975-978。  new window
26.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
27.Schutz, P. A.、Davis, H. A.(2000)。Emotions and self-regulation during test taking。Educational Psychologist，35(4)，243-256。  new window
28.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
29.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
30.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
31.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
32.陳嘉成(20021200)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25(下)，629-656。new window  延伸查詢new window
33.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
34.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
35.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
36.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
37.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
38.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
39.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
40.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
41.Riding, Richard J.、Cheema, Indra(1991)。Cognitive styles: An overview and integration。Educational Psychology，11(3/4)，193-215。  new window
學位論文
1.魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
圖書
1.陳正昌、程炳林(2001)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。臺北市：五南圖書。  延伸查詢new window
2.余民寧(2003)。考試焦慮量表。  延伸查詢new window
3.American Psychiatric Association(1995)。Diagnostic and statistical manual of mental disorder: DSM-1V International version with ICD-10 codes。Washington, DC：American Psychiatric Association。  new window
4.馬信行(1999)。教育科學研究法。臺北市：五南圖書出版公司。  延伸查詢new window
5.余民寧(19970000)。有意義的學習：概念構圖之研究。臺北：商鼎文化。new window  延伸查詢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。CT：JAI Press。  new window
2.Pintrich, Paul R.(2000)。The Role of Goal Orientation in Self-Regulated Learning。Handbook of Self-Regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：526（臺灣：510，外國：16） ／ 本年度總使用人次：2475507 ／ 訪客人次（自102年09月）：68271564
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上