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：四向度課室目標結構、個人目標導向與課業求助行為之關係
書刊名：師大學報. 教育類
作者：彭淑玲 引用關係／程炳林 引用關係
作者(外文)：Peng, Shu-ling／Cherng, Biing-lin
出版日期：2005
卷期：50:2
頁次：頁69-95
主題關鍵詞：課室目標結構；個人目標導向；課業求助行為；Classroom goal structure；Individual goal orientation；Academic help-seeking 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(26) 博士論文(14) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:24
  • 共同引用共同引用:92
  • 點閱點閱:58
目標導向的研究分成個人與情境兩個研究層面。個人目標導向已發展至四向度，但情境層面的課室目標結構仍以二向度為主。基於此，本研究的目的是：（1）依據最新的四向度個人目標導向理論以建構四向度課室目標結構，並考驗此四向度課室目標結構模式是否更能解釋實際的觀察資料；（2）分析四向度課室目標結構與四向度個人目標導向是否相對應；（3）探討課室目標結構、個人目標導向與課業求助行為三者間的關係，並分析個人目標導向在課室目標結構與課業求助行為間所扮演的中介角色。受試者抽取自台灣地區15 所國中一到三年級共932 位學生，所蒐集到的資料以結構方程模式與階層迴歸進行分析。研究結果顯示：（1）四向度課室目標結構模式具有理想的整體適配度、幅合與區別效度，適合用來解釋國中生的觀察資料，也支持本研究認為課室目標結構是四個可區分的建構之假設。（2）課室目標結構與個人目標導向有相對應的關係，即趨向精熟課室目標結構最能預測學習者的趨向精熟目標，逃避精熟課室目標結構最能預測學習者的逃避精熟目標，趨向表現課室目標結構最能預測學習者的趨向表現目標，逃避表現課室目標結構最能預測學習者的逃避表現目標。（3）國中生知覺的課室目標結構與課業求助行為間的關係會受到個人目標導向的中介，其中以趨向精熟課室目標結構透過趨向精熟目標對課業求助行為產生的效果最強。本研究依據研究結果在理論上的涵義進行討論並提出未來研究的建議。
Research on goals tends to look at both the personal and the contextual aspects of goals. As for the personal aspect, individual goal orientation has four dimensions, but a two-dimensional classroom goal structure has still been dominant in contextual goal research. The purposes of this study were to: (a) construct a 4-dimensional classroom goal structure based on 4-dimensional goal orientation theory, and test a confirmatory factor analysis model of this 4-dimensional classroom goal structure by using structural equation modeling (SEM); (b) analyze whether this 4-dimensional classroom goal structure fits in with the 4-dimensional goal orientation structure; (c) explore the relationship among the classroom goal structure, individual goal orientation and academic help-seeking behavior. The participants were 932 students from 15 junior high schools. Results indicated that (a) the theoretical model proposed by the authors fit the empirically observed data, and this result supported the hypothesis that the classroom goal structure was indeed divided into four dimensions; (b) the classroom goal structure fit in with individual goal orientation, in other words, the approach-mastery classroom goal structure was the best predictor of the approach-mastery goal of learners, the avoidance-mastery classroom goal structure was the best predictor of the avoidance-mastery goal of learners, the approach-performance classroom goal structure was the best predictor of the approach-performance goal of learners, and the avoidance-performance classroom goal construct was the best predictor of avoidance-performance goal learners; (c) individual goal orientation was the mediating variable between the perceived classroom goal structure and academic help-seeking behavior. Besides, the relationship between the approach-mastery classroom goal structure and academic help-seeking behavior was mediated through approach-mastery goal orientation. In the conclusion, the implications for theory and research are discussed.
期刊論文
1.Le Gall, S. Nelson(1981)。Help-seeking: An Understudied Problem-solving Skill in Children。Developmental Review，1(3)，224-246。  new window
2.Self-Brown, S. R.、Mathews, S. II(2003)。Effects of Classroom Structure on Student Achievement Goal Orientation。The Journal of Educational Research，97(2)，106-111。  new window
3.程炳林(2003)。四向度個人目標導向模式之研究。師大學報：教育類，48(1)，15-40。  延伸查詢new window
4.Church, M. A.、Elliot, A. J.、Gable, S. L.(2001)。Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes。Journal of Educational Psychology，93(1)，43-55。  new window
5.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
6.Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
7.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
8.Newman, R. S.(2002)。How self-regulated learners cope with academic difficulty: The role of adaptive help seeking。Theory into Practice，41(2)，132-138。  new window
9.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
10.Butler, R.、Neuman, O.(1995)。Effects of task and ego achievement goals on help-seeking behaviors and attitudes。Journal of Educational Psychology，87(2)，261-271。  new window
11.Urdan, Tim、Midgley, Carol、Anderman, Eric M.(1998)。The Role of Classroom Goal Structure in Students' Use of Self Handicapping Strategies。American Educational Research Journal，35(1)，101-122。  new window
12.Ryan, A. M.、Pintrich, P. R.(1997)。"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class。Journal of Educational Psychology，89(2)，329-341。  new window
13.Newman, R. S.(1998)。Students' Help Seeking during Problem Solving: Influences of Personal and Contextual Achievement Goals。Journal of Educational Psychology，90(4)，644-658。  new window
14.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
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。  new window
16.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
17.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
18.Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
19.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
20.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
21.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
22.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
23.Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A school-wide approach。Educational Psychologist，26(3)，399-427。  new window
24.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
25.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
26.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
27.Ryan, A. M.、Pintrich, P. R.、Midgley, C.(2001)。Avoiding Seeking Help in the Classroom: Who and Why?。Educational Psychology Review，13(2)，93-114。  new window
28.Kaplan, A.、Gheen, M.、Midgley, C.(2002)。Classroom Goal Structure and Student Disruptive Behavior。British Journal of Educational Psychology，72(2)，191-211。  new window
29.Lee, Amelia、項平(2003)。Achievement Goals, Perceived Motivational Climate, and Students' Self-reported Mastery Behaviors。Research Quarterly for Exercise and Sport，73(1)，58-65。  new window
30.Butler, Ruth(1998)。Determinants of Help Seeking: Relations Between Perceived Reasons for Classroom Help-avoidance and Help-Seeking Behaviors in an Experimental Context。Journal of Educational Psychology，90(4)，630-643。  new window
學位論文
1.李芩萍(2003)。國中生自律/能力焦點及精熟/表現目標導向的課業避助行為之研究(碩士論文)。國立成功大學。  延伸查詢new window
2.侯玫如(2002)。多重目標導向對國中生認知、動機、情感與學習行為之影響(碩士論文)。國立成功大學，臺南市。  延伸查詢new window
3.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
4.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
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
6.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
7.謝志偉(2003)。國小高年級學生自我調節學習能力及其相關因素之研究--以數學領域為例(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。  new window
2.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
3.Nicholls, John G.(1989)。The competitive ethos and democratic education。Harvard University Press。  new window
4.Arbreton, Amy(1998)。Student Goal Orientation and Help-seeking Strategy Use。Strategic Help Seeking: Implications for Learning and Teaching。Mahwah, NJ。  new window
圖書論文
1.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
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
:::
無相關書籍
 
無相關著作
 
無相關點閱
 
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：1488（臺灣：1446，外國：42） ／ 本年度總使用人次：2516201 ／ 訪客人次（自102年09月）：68322716
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