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題名:
The Effect of Goal Setting of EFL Students' Self-efficacy and Motivation
書刊名:
國立彰化師範大學文學院學報
作者:
張善貿
作者(外文):
Chang, Sammao
出版日期:
2005
卷期:
4
頁次:
頁281-304
主題關鍵詞:
目標設定
;
英語學習
;
外語學生
;
自我效能
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:0
點閱:25
In recent years, researchers have been calling for more education-centered appraoches to L2 motivation studies in order to generate more practical strategies to motivate learners in the classroom. In respond to this call, the present study aims to investigate if goal setting would increase EFL students' self-efficacy, motivation, and vocabulary learning in a junior high school. In the study, different goals were assigned to the students of different groups, i.e., explicit goals, vague goals, and no goals. Students' vocabulary learning, self-efficacy, and motivation of different groups were compared at the end of the study. It was found that the explicit-goal group outperformed the other two groups in terms of vocabulary learning, self-efficacy, and motivation.
以文找文
由於傳統Gardner的社會心理觀點在語言學習動機研究領域佔主導地位,使得長久以來其他動機理論和觀點較少受到重視,也使得較富有教育使用價值的理論較少應用在語言學習動機的研究領域。儘管學者呼籲我們應注意此一現象,回應此一呼籲的實證研究的能見度還是不高。因此第二語(L2)學習動機的研究在傳統教育上的應用價值受到各方的質疑。相關研究的結果似乎對於實際外語(foreign language)教室的應用上沒有太大的貢獻。也不太能滿足第一線的老師和教室中學習外語學生的實際需要。學者多呼籲語言學習動機研究應涵蓋富有教育應用價值的理論和方法,俾使研究結果能應用在實際教育用途。一些學者因此已採納或結合一些與教育較為相關的理論來研究語言學習動機。其中以教育心理學領域中以認知觀點來解釋動機的理論漸漸受到L2學者的重視與討論。這種認知觀點強調學生學習動機是一個由學生對於自己本身的認知和對其所處的教育環境的解讀所交互作用的心理歷程。 Bandura所提出的自我效能(self-efficacy)理論是一個被教育領域廣泛應用的理論。研究發現學生自我效能的提昇能提高學習動機。而高度的自我效能則可幫助學生克服學習困難,增強恆心,和勇於面對挑戰。另一方面,幫助學生設立合適的學習目標被視為是一可提高學生的學習慾望和自我效能的良方。完成目標的成就感能提高自我效能,進而刺激學生向下一個更高的目標邁進--如此一來動機成就之間便形成一良性的循環。這也就是為什麼在L2領域Oxford and Shearin (1994)指出老師應幫助學生建立適當的學習目標以便讓學生感受到其自我效能。 基於以上理由,本研究試圖回應近年來學者所提出的呼籲--「語言學習動機的研究結果須具備教育應用價值」,其目的在於探討目標設定對以學習英語為外語學生的自我效能和動機的影響。並了解是否目標設定可以提升國中學生的自我效能、動機、和單字的學習。本研究將學生區分為三組:明確目標組、模糊目標組、無目標組。結果發現,明確目標組的學生在單字的學習、自我效能、和動機的表現上皆優於其他二組的學生。
以文找文
期刊論文
1.
Mento, A. J.、Locke, E. A.、Klein, H. J.(1992)。Relationship of goal level to valence and instrumentality。Journal of Applied Psychology,77(4),395-405。
2.
Schunk, D. H.、Rice, J. M.(1993)。Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services。The Journal of Special Education,27(3),257-276。
3.
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。
4.
Dörnyei, Z.(1994)。Motivation and motivation in the foreign language classroom。The Modern Language Journal,78(3),273-284。
5.
Schunk, D. H.(1983)。Reward contingencies and the development of children's skills and self-efficacy。Journal of Educational Psychology,75(4),511-518。
6.
Shell, D. F.、Murphy, C. C.、Bruning, R. H.(1989)。Self-efficacy and outcome expectance mechanisms in reading and writing achievement。Journal of Educational Psychology,81(1),91-100。
7.
Bandura, A.、Jourden, Forest J.(1991)。Self-regulatory mechanisms governing the impact of social comparison on complex decision making。Journal of Personality and Social Psychology,60(6),941-951。
8.
Locke, E. A.(1996)。Motivation through conscious goal setting。Applied & Preventive Psychology,5(2),117-124。
9.
Oxford, Rebecca L.(1994)。Where are we regarding language learning motivation?。Modern Language Journal,78(4),512-514。
10.
Schwartz, L. S.、Gredler, M. E.(1998)。The effects of self-instructional materials on goal setting and self-efficacy。Journal of Research and Development in Education,31(2),83-89。
11.
Schunk, D. H.(1996)。Goal and self-evaluative influences during children's cognitive skill learning。American Educational Research Journal,33(2),359-382。
12.
Wood, R. E.、Locke, E. A.(1987)。The relation of self-efficacy and grade goals to academic performance。Educational and Psychological Measurement,47(4),1013-1024。
13.
Tremblay, P. F.、Goldberg, M. P.、Gardner, R. C.(1995)。Trait and state motivation and the acquisition of Hebrew vocabulary。Canadian Journal of Behavioral Science,27(3),356-370。
14.
Bandura, A.、Cervone, D.(1986)。Differential Engagement of Self-reactive Influences in Cognitive Motivation。Organizational Behavior and Human Decision Processes,38(1),92-113。
15.
Multon, Karen D.、Brown, Steven D.、Lent, Robert W.(1991)。Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation。Journal of Counseling Psychology,38(1),30-38。
16.
Locke, E. A.、Latham, G. P.(2002)。Building a practically useful theory of goal setting and task motivation: A 35-year odyssey。American Psychologist,57(9),705-717。
17.
Schunk, D. H.(1985)。Self-Efficacy and Classroom Learning。Psychology in the Schools,22(2),208-223。
18.
Crookes, Graham、Schmidt, Richard W.(1991)。Motivation: Reopening the Research Agenda。Language Learning,41(4),469-512。
19.
Dörnyei, Zoltán(1990)。Conceptualizing Motivation in Foreign-Language Learning。Language Learning,40(1),45-78。
20.
Bandura, A.、Wood, R. E.(1989)。Effect of perceived controllability and performance standards on self-regulation of complex decision-making。Journal of Personality and Social Psychology,56(5),805-814。
21.
Bandura, Albert、Cervone, D.(1983)。Self-evaluative and Self-efficacy Mechanisms Governing the Motivational Effects of Goal Systems。Journal of Personality and Social Psychology,45(5),1017-1028。
22.
Oxford, Rebecca L.、Shearin, Jill(1994)。Language Learning Motivation: Expanding the Theoretical Framework。The Modern Language Journal,78(1),12-28。
23.
Schunk, D. H.(1990)。Goal setting and self-efficacy during self-regulated learning。Educational Psychologist,25(1),71-86。
24.
Bandura, A.、Schunk, D. H.(1981)。Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation。Journal of Personality and Social Psychology,41(3),586-598。
25.
Bandura, Albert(1991)。Social Cognitive Theory of Self-regulation。Organizational Behavior and Human Decision Processes,50(2),248-287。
26.
Dörnyei, Zoltán(1998)。Motivation in second and foreign language learning。Language Teaching,31(3),117-135。
學位論文
1.
Friend, Patricia M.(1993)。The effects of a motivation strategy that incorporates goal setting on the test taking performance of young adolescents with learning disabilities(博士論文)。University of South Carolina。
2.
王瓊珊(2004)。目標設定對於國中生自我效能及英語學習影響之研究(碩士論文)。國立彰化師範大學。
延伸查詢
圖書
1.
Geen, R. G.(1995)。Human motivation: A social psychological approach。Pacific Grove, CA:Brooks/Cole。
2.
Pintrich, P. R.、Schunk, D. H.(1996)。Motivation in education: Theory, research and practice。Englewood Cliffs, NJ:Prentice-Hall。
3.
Locke, E. A.、Latham, G. P.(1990)。A theory of goal setting and task performance。Prentice Hall。
4.
Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York:Freeman。
5.
Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。
單篇論文
1.
Pajares, F.(1996)。Assessing self-efficacy beliefs and academic outcomes: The case for specificity and correspondence(ED395264)。
2.
Schunk, D. H.(1993)。Goals and progress feedback: effects on self-efficacy and writing achievement(ED395216)。
3.
Schunk, D. H.,Swartz, C. W.(1991)。Process goals and progress feedback: Effects on children's self-efficacy and skills(ED330713)。
4.
Griffee, D.,Templin, S. A.(1997)。Goal-setting affects task performance(ED413782)。
5.
Schunk, D. H.(1996)。Self-efficacy for learning and performance(ED394663)。
圖書論文
1.
Schunk, D. H.(1991)。Goal setting and self-evaluation: A social cognitive perspective on self-regulation。Advances in Motivation and Achievement。Greenwich, CT:JAI Press。
2.
Schunk, D. H.(1995)。Self-efficacy and education and instruction。Self-efficacy, adaptation, and adjustment: Theory, research, and application。New York:Plenum Press。
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