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：教育目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用
書刊名：教育與心理研究
作者：施淑慎 引用關係
作者(外文)：Shih, Shu-shen
出版日期：2006
卷期：29:3
頁次：頁517-546
主題關鍵詞：成就目標；教室目標結構；自我阻礙策略；考試焦盧；Achievement goals；Classroom goal structure；Self-handicapping；Test anxiety
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(6) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:108
  • 點閱點閱:41
本研究從成就目標理論的觀點，探討326位國小六年級學童所知覺到之教室目標結構與其個人成就目標取向間之關係，以及上述兩項研究變項對於學生的自我阻礙行為和考試焦慮的預測效果及預測方向。所採用之研究工具包括成就目標量表、教室目標結構知覺量表、自我阻礙量表、兒童測試焦慮量表及學童之學業成績，並以相依樣本t考驗、積差相關及階層迴歸分析等方法進行研究資料之分析。研究結果顯示精熟和表現目標結構皆可正向預測學童個人之精熟目標取向；表現目標結構則對趨向及避免的表現目標取向均具有顯著的正向預測效果。此外，精熟與表現目標結構之交互作用對避免的表現目標取向具顯著之預測作用：對表現目標結構高分組的學生而言，同時知覺到精熟目標結構能負向預測其個人之避免的表現目標取向；然而，對表現目標結構低分組的學生而言，精熟目標結構對避免的表現目標取向並不具顯著預測效果。至於在對自我阻礙行為和考試焦慮的預測部分，精熟目標取向能夠負向預測自我阻礙策略的運用，而避免的表現目標取向則對自我阻礙行為具正向預測效果；趨向與避免的表現目標取向以及自我阻礙行為三者皆可正向預測考試焦慮。根據上述結果，本研究針對教學實務工作與未來研究提出建議與討論。
This study investigated how Taiwanese children’s perceptions of classroom goal structure and personal goal orientations were related to each other and to their use of self-handicapping strategies and test anxiety. Three hundred and twenty-six sixth-grade students completed a self-report survey assessing their achievement goal orientations, perceptions of the classroom goal structure, use of self-handicapping strategies, and test anxiety. Results suggested that both the mastery and performance goal structures positively predicted children’s mastery goal orientations. The performance goal structure emerged as a positive predictor of both performance-approach and performance-avoidance goal orientations. The significant interaction between mastery and performance goal structures on the personal performance-avoidance goal orientation indicated that the negative association between the mastery structure and performance-avoidance orientation was stronger among students who scored higher on the performance structure scale. With regard to predictors of self-handicapping and test anxiety, mastery goal orientation negatively predicted self-handicapping, whereas performance-avoidance goal orientation was a positive predictor. Performance-approach and performance-avoidance goal orientations, as well as self-handicapping positively predicted test anxiety. Implications for education and future research are discussed.
期刊論文
1.Chang, E. C.(1996)。Cultural differences in optimism, pessimism, and coping: Predictors of subsequent adjustment in Asian American and Caucasian American college students。Journal of Counseling Psychology，43(1)，113-123。  new window
2.Pekrun, Reinhard(1992)。The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators。Applied Psychology: An International Review，41(4)，359-376。  new window
3.陳嘉成(20010600)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究，24(上)，167-189。new window  延伸查詢new window
4.張珏、曾嫦嫦、葉莉薇(19871200)。兒童考試焦慮危險因子的探討。中華心理學刊，29(2)，83-92。new window  延伸查詢new window
5.林清山(19780600)。成就動機、測試焦慮特質與情緒指標、測試焦慮狀態的相關研究。教育心理學報，11，37-48。new window  延伸查詢new window
6.Martin, A. J.、Marsh, H. W.、Debus, R. L.(2003)。Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective。Contemporary Educational Psychology，28，1-36。  new window
7.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
8.Hembree, R.(1988)。Correlates, causes, and treatment of test anxiety。Review of Educational Research，58(1)，47-77。  new window
9.Urdan, T. C.(1997)。Examining the Relations among Early Adolescent Students' Goals and Friends' Orientation toward Effort and Achievement in School。Contemporary Educational Psychology，22，165-191。  new window
10.Midgley, C. M.、Urdan, T.(2001)。Academic self-handicapping and achievement goals: A further examination。Contemporary Educational Psychology，26(1)，61-75。  new window
11.董力華(19920400)。考試焦慮的理論與研究。輔導月刊，28(3/4)，29-30。  延伸查詢new window
12.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
13.Wolters, C. A.、Yu, S. L.、Pintrich, P. R.(1996)。The relation between goal orientation and students' motivational beliefs and self-regulated learning。Learning and Individual Differences，8(3)，211-238。  new window
14.Sarason, I. G.(1984)。Stress, anxiety, and cognitive interference: Reactions to tests。Journal of personality and Social Psychology，46(4)，929-938。  new window
15.吳英璋(1985)。國中學期中考試焦慮現象之調查研究。中華心理學刊，2(2)，131-140。  延伸查詢new window
16.Abe, J.、Zane, N.(1990)。Psychological maladjustment among Asian and White American college students: Controlling for confounds。Journal of Counseling Psychology，37，437-444。  new window
17.Billings, A. G.、Moos, R. H.(1982)。Social support and functioning among community and clinical groups: A panel model。Journal of Behavioral Medicine，5，295-312。  new window
18.Everson, H.、Smodlaka, I.、Tobias, S.(1994)。Exploring the relationship of test anxiety and metacognition on reading test performance: A cognitive analysis。Anxiety, Stress, & Coping: An International Journal，7，85-96。  new window
19.向天屏(20011200)。自我跛足策略的理論基礎及其對教學的啟示。教育研究資訊，9(6)，1-24。new window  延伸查詢new window
20.向天屏(20011100)。國中小學生使用自我跛足策略之研究。國教學報，13，211-250。  延伸查詢new window
21.陳瑤惠(1993)。測驗焦慮之性質、發展與性別差異。測驗與輔導，116，2369-2371。  延伸查詢new window
22.Anderman, L. H.(1999)。Classroom goal orientation, school belonging and social goals as predictors of students, positive and negative affect following the transition to middle school。Journal of Research and Development in Education，32(2)，89-103。  new window
23.Midgly, C.、Anderman, E. M.(1997)。Changes 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
24.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)，43-54。  new window
25.Eaton, M. J.、Dembo, M. H.(1997)。Differences in the motivational beliefs of Asian American and non-Asian students。Journal of Educational Psychology，89(3)，433-440。  new window
26.Elliot, A. J.、Chirkov, V. I.、Kim, Y.、Sheldon, K. M.(2001)。A cross-cultural analysis of avoidance (relative to approach) personal goals。Psychological Science，12(6)，505-510。  new window
27.Elliot, A. J.、Church, M. A.(2003)。A motivational analysis of defensive pessimism and self-handicapping。Journal of Personality，71(3)，369-396。  new window
28.Kaplan, A.、Maehr, M. L.(1999)。Achievement goals and student well-being。Contemporary Educational Psychology，24，330-358。  new window
29.Kaplan, A.、Midgley, C.(1999)。The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies。Learning and Individual Differences，11(2)，187-213。  new window
30.Linnenbrink, E. A.、Pintrich, P. R.(2002)。Achievement goal theory and affect: An asymmetrical bidirectional model。Educational Psychologist，37(2)，69-78。  new window
31.Martin, A. J.、Marsh, H. W.、Williamson, A.、Debus, R. L.(2003)。Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students。Journal of Educational Psychology，95(3)，617-628。  new window
32.Roeser, Robert W.、Eccles, Jacquelynne S.(1998)。Adolescents' perceptions of middle school: relation to longitudinal changes in academic and psychological Adjustment。Journal of Research on Adolescence，8(1)，123-158。  new window
33.Roeser, R. W.、Midgley, C.、Urdan, T. C.(1996)。Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging。Journal of Educational Psychology，88(3)，408-422。  new window
34.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
35.Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology，94(1)，88-106。  new window
36.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping: What We Know, What More There Is to Learn?。Educational Psychology Review，13，115-138。  new window
37.Urdan, T.、Midgley, C.(2003)。Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence。Contemporary Educational Psychology，28(4)，524-551。  new window
38.Midgley, C.、Arunkumar, R.、Urdan, T.(1996)。"If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping behavior。Journal of Educational Psychology，88，423-434。  new window
39.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
40.Urdan, T. C.、Midgley, C.、Anderman, E. 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
41.余德慧(19840300)。考試壓力的情緒與因應認知在時間向度的互涉關係。中華心理衛生學刊，1，57-65。new window  延伸查詢new window
42.Urdan, T. C.(2004)。Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(2)，251-264。  new window
43.Weiner, B.(1990)。History of motivational research in education。Journal of Educational Psychology，82(4)，616-622。  new window
44.Wolters, Christopher A.(2004)。Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement。Journal of Educational Psychology，96(2)，236-250。  new window
45.程炳林(20030400)。四向度目標導向模式之研究。師大學報. 教育類，48(1)，15-40。new window  延伸查詢new window
46.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
47.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
48.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
49.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
50.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
51.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
52.Markus, Hazel R.、Kitayama, Shinobu(1991)。Culture and the self: Implications for cognition, emotion, and motivation。Psychological Review，98(2)，224-253。  new window
53.Cassady, Jerrell C.、Johnson, Ronald E.(2002)。Cognitive Test Anxiety and Academic Performance。Contemporary Educational Psychology，27(2)，270-295。  new window
54.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
55.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
56.Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A school-wide approach。Educational Psychologist，26(3)，399-427。  new window
57.Folkman, Susan、Lazarus, Richard S.(1988)。Coping as a mediator of emotion。Journal of Personality and Social Psychology，54(3)，466-475。  new window
58.Elliot, A. J.、McGregor, H. A.(1999)。Test Anxiety and the Hierarchical Model of Approach and Avoidance Achievement Motivation。Journal of Personality and Social Psychology，76(4)，628-644。  new window
59.Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。  new window
60.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
61.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
62.Pintrich, Paul R.(1999)。The role of motivation in promoting and sustaining self-regulated learning。International journal of educational research，31(6)，459-470。  new window
63.Heine, S. J.、Lehman, D. R.(1999)。Culture, Self-discrepancies, and Self-satisfaction。Personality and Social Psychology Bulletin，25，915-925。  new window
會議論文
1.Dweck, C. S.(1990)。Self-theories and goals: Their role in motivation, personality, and development。University of Nebraska Press。199-235。  new window
2.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.李錦虹(1980)。情境因素後果預期及父母態度對測試焦慮的影響(碩士論文)。國立臺灣大學。  延伸查詢new window
2.袁以雯(1982)。國中學生考試焦慮的處理--認知行為矯治法的實例研究(碩士論文)。國立臺灣大學，臺北市。  延伸查詢new window
圖書
1.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
2.Dweck, C. S.(1999)。Self-theories and goals: Their role in motivation, personality, and development。Philadelphia：Psychology Press。  new window
3.Jaccard, J.、Turrisi, R.、Wan, C. K.(1990)。Interaction Effects in Multiple Regression。Newbury Park, California。  new window
4.Aiken, Leona S.、West, Stephen G.、Reno, Raymond R.(1991)。Multiple regression: Testing and interpreting interactions。Sage。  new window
圖書論文
1.Covington, M. V.(1985)。Test anxiety: Causes and effects over time。Advances in test anxiety research。Lisse, The Netherlands：Swets and Zeitlinger。  new window
2.Maehr, M. L.(1989)。Thoughts about motivation。Research on motivation in education: Vol.3. Goals and cognitions。New York：Academic Press。  new window
3.Hagtvet, K.(1983)。A construct validation study of test anxiety: A discriminant validation of fear of failure, worry and emotionality。Advances in test anxiety research。Lisse, the Netherlands：Swets & Zeitlinger。  new window
4.Dusek, J. B.(1980)。The development of test anxiety in children。Test anxiety: Theory, research, and applications。Hillsdale, NJ：Lawrence Erlbaum。  new window
5.Schwarzer, R.、van der Ploeg, H.、Spielberger, C.(1982)。Test anxiety: An overview of theory and research。Advances in test anxiety research。Hillsdale：Erlbaum。  new window
6.林碧峰、楊國樞、繆瑜、楊有維(1974)。中國學童焦慮量表。中國兒童行為的發展。臺北：環宇。  延伸查詢new window
7.Anderman, E. M.、Midgley, C.(2002)。Methods for studying goals, goal structures, and patterns of adaptive learning。Goals, goal structures, and patterns of adaptive learning。Mahwah, NJ：LEA：Erlbaum。  new window
8.Kaplan, A.、Middleton, M. J.、Urdan, T.、Midgley, C.(2002)。Achievement goals and goal structures。Goals, goal structures, and patterns of adaptive learning。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
9.Markus, H. R.、Kitayama, S.、Heiman, R. J.(1996)。Culture and "basic" psychological principles。Social Psychology: Handbook of basic principles。New York：Guilford。  new window
10.Sarason, I. G.、Sarason, B. R.(1990)。Test anxiety。Handbook of social and evaluation anxiety。New York, NY：Plenum。  new window
11.Schwarzer, R.、Jerusalem, M.(1992)。Advances in anxiety theory: A cognitive process approach。Advances in test anxiety research。Amsterdam, The Netherlands。  new window
12.Spielberger, C. D.、Vagg, P. R.(1995)。Test anxiety: A transactional process model。Test anxiety: Theory, assessment, and treatment。Philadelphia。  new window
13.Sarason, I. G.(1978)。The test anxiety scale: Concept and research。Stress and anxiety。Washington, DC：Hemisphere。  new window
14.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
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
1. 影響國中學生英語學習成就關鍵因素之分析—以TASA資料庫為例
2. 國小教師對學校目標結構知覺、教學成就目標取向、自我效能與教學行為調整之關係研究
3. 國中生樂觀解釋型態、自我效能、自我調節與學習行為關係之研究
4. 學業情緒、情緒調整策略、自我調整學習策略對學業成就之關係：條件化間接效果檢驗暨教學方案之成效分析
5. 國小六年級學生數位資本、資訊自我效能、成就目標與資訊學習成就關係之研究
6. 國小學童英語科學習興趣模式建構與教學效果研究
7. 寫作自我調整學習策略的發展現象暨寫作自我調整教學效果之研究
8. 國中生學業情緒之認知評估中介歷程：二階調節效果
9. 從人境互動觀點探討目標結構、目標導向、情緒調整對考試情緒與應試策略之效果：條件化間接效果暨調節效果分析
10. 國小教室目標結構之形成及其與學生目標取向對學業逃避行為之影響模式探究
11. 建構成人終身學習關鍵能力與學習滿意度行銷組合之研究
12. 幼保實習生學業情緒探究暨模式之建構與驗證
13. 創造力動機歷程模式：未來目標、課室目標結構、自我決定動機、自我調整學習策略與創造力之關係
14. 國小學生之學習動機對其物質溶解概念改變影響之研究－以數位學習平台為基礎
15. 領導型態與創新行為的關係：以自我調整學習觀點探討成就目標動機與工作特性的角色
 
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：1084（臺灣：1084，外國：0） ／ 本年度總使用人次：1855660 ／ 訪客人次（自102年09月）：67654044
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