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題名：為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果
書刊名：測驗學刊
作者：陳嘉成 引用關係
作者(外文)：Chen, Chia-cheng
出版日期：2006
卷期：53:1
頁次：頁49-77
主題關鍵詞：自我跛足策略；成就目標導向；中介效果；自我調整學習；Self-handicapping；Achievement goal orientation；Mediating effect；Self-regulation learning
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  • 被引用次數被引用次數:期刊(13) 博士論文(0) 專書(0) 專書論文(0)
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自我跛足策略是指，個人事先對未來行動失敗尋找藉口所預設之障礙。但是到底在哪些條件下，學生最可能使用自我跛足策略目前尚不得而知。本研究以成就目標理論為架構試圖探討下列幾個問題：(1) 不同程度自我跛足的學生在學習組型變項上有何差異？(2) 在組型變項中，哪些變項最具有區辨不同跛足程度的效果？ (3) 在認知與行為變項之間是否存在中介變項的影響？ 本研究以1218位國中生為樣本，首先進行多變項變異數分析，結果發現：高、低自我跛足學生在認知、情意與行為變項，幾乎都達到.001的顯著差異。接下來為了探索哪些變項是造成學生採用自我跛足策略的關鍵，以上述達顯著的變項來進行逐步區別分析，結果共有五個變項進入區別方程式。此外，本研究以數學能力知覺和測驗焦慮作為中介變項，以結構方程模式 (SEM) 探討其對行為變項的中介效果。結果發現:學生的趨向表現目標對「生活適應」典「數學成績」的直接效果並不存在，但是透過情意變項的中介，其間接效果皆達.01的顯著水準；而精熟目標對測驗焦慮的總效果不存在，但透過能力知覺的中介，間接效果則達.001的顯著水準。
The definition of self-handicapping is to involve in creating impediments to successful performance on important tasks that individual really cares about. By using achievement goal theory as a framework, I am interested in the following arguments, (A) are there any differences between high and low handicappers in terms of patterns of learning behaviors?, (B) what variables can discriminate the high and the low handicappers wsell? (C) are there mediating factors existent between cognitive and behavior variables ? The data is based on a sample from 4 junior high schools students and sample size is 1218. The conclusions in this research are as follows, (A) All learning pattern variables are significant1y different, except performance goal, between high and low handicappers by MANOVA analysis. (B) There are 5 variables selected from learning pattern variables and I place them in discriminate function to implement stepwise discriminate analysis. (C) Using SEM to investigate the significance of mediating effect (D) The direct effects between performance goal and life adjustment and Math. score is not existent. However, the indirect effects between performance goal and life adjustment and Math. score mediated by perceived competence and test anxiety are significant.
期刊論文
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19.Jones, E. E.、Berglas, S.(1978)。Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement。Personality and Social Psychology Bulletin，4，200-206。  new window
20.Feick, D.、Rhodewalt, F.(1997)。The Double-Edged Sword of Self-handicapping: Discounting Augmentation, and the Protection and Enhancement of Self-esteem。Motivation and Emotion，21(2)，147-163。  new window
21.Midgley, Carol、Arunkumar, Revathy、Urdan, Timothy C.(1996)。"If I Don't Do Well Tomorrow, There's a Reason": Predictors of Adolescents' Use of Academic Self-Handicapping Strategies。Journal of Educational Psychology，88(3)，423-434。  new window
22.Midgley, Carol、Urdan, Tim(1995)。Predictors of Middle School Students' Use of Self-Handicapping Strategies。The Journal of Early Adolescence，15(4)，389-411。  new window
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27.Xiang, Ping、Lee, Amelia、Shen, Jianhua(2001)。Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese Students。Contemporary Educational Psychology，26(3)，348-365。  new window
28.程炳林、林清山(19980100)。行動導向量表編製報告。測驗年刊，45(1)，65-81。new window  延伸查詢new window
29.Middleton, M. J.、Midgley, C.(1997)。Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory。Journal of Educational Psychology，89(4)，710-718。  new window
30.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
31.Anderman, Eric M.、Griesinger, Tripp、Westerfield, Gloria(1998)。Motivation and cheating during early adolescence。Journal of Educational Psychology，90(1)，84-93。  new window
32.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
33.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
34.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
35.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
36.Atkinson, J. W.(1957)。Motivational Determinants of Risk-Taking Behavior。Psychological Review，64(6, Pt.1)，359-372。  new window
37.Ommundsen, Y.(2001)。Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations。Psychology of Sport and Exercise，2，139-156。  new window
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39.Covington, Martin V.(1984)。The self-worth theory of achievement motivation: Findings and implications。The Elementary School Journal，85(1)，4-20。  new window
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45.Elliot, Andrew J.、Covington, M. V.(2001)。Approach and avoidance motivation。Educational Psychology Review，13(2)，73-92。  new window
46.歐慧敏(2002)。國中生因應策略與行為困擾之調查與訪談研究。初等教育學報（臺南師院），15，295-340。new window  延伸查詢new window
47.Georgiadis, M.、Biddle, S. J. H.、Auweele, Y. V.(2001)。Cognitive, Emotional, and Behavioural Connotations of Task and Ego Goal Orientation Profiles: An Ideographic Approach Using Hierarchical Class Analysis。International Journal of Sport Psychology，32(1)，1-20。  new window
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會議論文
1.陳嘉成(2004)。成就目標理論發展的回顧與前瞻--兼論跨文化研究的議題。第一屆「亞太教育論壇」學術研討會，成功大學舉辦 。臺南市。  延伸查詢new window
學位論文
1.Warden, M. Robert(1991)。Withdrawal of Academic Effort: Implications for Self-handicapping and Self-worth Theories，沒有紀錄。  new window
2.Deppe, R. K.(1995)。Self-handicapping and Intrinsic Motivation: Self-handicaps as Protection from the Negative Effects of Failure Feedback，0。  new window
3.Drexler, L. P.(1995)。The Affective Consequences of Self-handicaps，0。  new window
4.O'Brien, P. E.(2001)。Self-handicapping Behaviors, Psychosocial Variables and Academic Achievement of Middle School Adolescents，0。  new window
圖書
1.Covington, M. V.(1998)。The will to learn。The will to learn。New York：Cambridge Univ. Press. Covington。  new window
2.Midgley, C.、Maehr, M. L.、Hicks, L.、Roeser, R.、Urdan, T.、Anderman, E.、Middleton, M.、Kaplan, A.、Arunkumar, R.(1997)。Patterns of Adaptive Learning Survey。Ann Arbor, MI：The University of Michigan。  new window
3.Covington, M. V.(1992)。Making the grade: A self-worth perspective on motivation and school reform。New York, NY：Holt, Rinehart, & Winston：Cambridge University Press。  new window
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7.Dweck, C. S.(2000)。Self-theories: Their role in motivation, personality, and development。Psychology Press。  new window
8.康螢儀、趙志裕、Dweck, C. S.(1995)。Implicit Theories and Self-Confidence in Achievement。Efficacy, Agency and Self-Esteem。New York, NY。  new window
9.林清山(1988)。多變量分析。多變量分析。臺北市。  延伸查詢new window
10.Anderman, L. H.、Patrick, H.、Hruda, L. Z.、Linnenbrink, E. A.(2002)。Observing Classroom Goal Structures to Clarify and Expand Goal Theory。Goals, Goal Structure, and Pattern of Adaptive Learning。New Jersey。  new window
11.Kuhl, J.(2000)。Personality, Self-regulation, and Adaptation。Handbook of Self-regulation。California。  new window
12.Pintrich, P. R.、Smith, D. A.、McKeachie, W. J.(1989)。A Manual for the Use of the Motivated Strategies for Learning Questionnaire。A Manual for the Use of the Motivated Strategies for Learning Questionnaire。0。  new window
13.Urdan, T.、Ryan, A. M.、Anderman, E. M.、Gheen, M. H.(2002)。Goals, Goal Structures, and Avoidance Behaviors。Goals, Goal Structures, and Patterns of Adaptive Learning。New Jersey。  new window
單篇論文
1.吳靜吉，林偉文，劉士豪(1998)。成就目標量表的建立與修訂。  延伸查詢new window
其他
1.余民寧，吳靜吉，陳嘉成，林偉文(1999)。數學能力知覺量表的建立與修訂，0。  延伸查詢new window
2.吳靜吉，程炳林(1992)。激勵學習策略量表的建立與修訂，0。  延伸查詢new window
圖書論文
1.Rosenberg, M.(1965)。Society And the Adolescent Self-image。The Self。San Francisco：McGraw Hill。  new window
2.Snyder, C. R.、Smith, T. W.(1986)。Symptoms as self-handicapping strategies: The virtues of old wine in a new bottle。Integrations of clinical and social psychology。New York：Oxford University Press。  new window
3.Pintrich, P. R.、Garcia, T.(1991)。Students goal orientation and self-regulation in the college classroom。Advances in motivation and achievement: Goals and self-regulatory processes。Greenwich, CT：JAI Press。  new window
4.Arkin, R. M.、Baumgardner, A. H.(1985)。Self-handicapping。Attribution: Basic issues and applications。New York。  new window
5.Kuhl, J.(1985)。Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。Springer-Verlag。  new window
6.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
7.Carver, Charles S.、Scheier, Michael F.(2000)。On the Structure of Behavioral Self-regulation。Handbook of Self-regulation。Academic Press。  new window
 
 
 
 
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