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題名：期待－價值學習動機理論模式實證研究--以技職校院統計課程為例
書刊名：教育理論與實踐學刊
作者：梁麗珍 引用關係／林恆瑜
作者(外文)：Liang, Li-jeng／Lin, Heng-yu
出版日期：2008
卷期：18
頁次：頁75-98
主題關鍵詞：自我效能；期待－價值模式；興趣；Interest；Expectancy-value model；Self-efficacy
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(2) 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:2
  • 共同引用共同引用:53
  • 點閱點閱:69
本研究根據Eccles、Wigfield以及他們的同事所提出的期待－價值動機理論模式來探討技職校院統計學習歷程中自我效能、控制信念、興趣、重要－有用性與學習成績的關係。抽取476位修統計學課程的學生，完成「統計學習動機量表」，並以期中考成績作為學習成績，以結構方程模式作為分析的工具，研究發現興趣是解釋統計學習成績最要的因素之一，且是自我效能與重要／有用性對成績影響的中介變項，在加入興趣後，自我效能與重要／有用性無法直接影響學習成績，他們必須透過興趣才能對學習成績產生影響。而控制信念透過自我效能，再藉由興趣來解釋學習。因此教師可以設法提高學生學習統計學的興趣來增加學生的參與以及學習成就，或者提高學生的控制信念、自我效能、學習統計學的重要－有用性來提高學生的興趣，進而增加學生學習統計學的動機與學習成績。
Based on Eccles et al’s expectancy-value model of achievement motivation, this study was to investigate the relationship between self-efficacy, control belief, interest, importance-utility and achievement on the process of statistics curriculum at institutes of technology. 476 students, who took statistics and finished “Statistics learning motivation questionnaire”, were brought into the study survey. Their mid-term scores, as the research data, were analyzed by equation modeling techniques. Results indicated that interest can explain achievement directly, as advocated by the expectancy-value model. The roles of control belief and self-efficacy are as claimed by the expectancy-value model. Self-efficacy can explain achievement through interest. Control belief can explain achievement through self-efficacy and interest. However, the importance-utility cannot explain achievement directly as interest claimed by the task value in the expectancy-value model. The importance-utility must use interest to explain achievement.
期刊論文
1.Hidi, S.(2006)。Interest: A unique motivational variable。Educational Research Review，1(2)，69-82。  new window
2.Pajares, F.、Kranzler, J.(1995)。Self-efficacy beliefs and general mental ability in mathematical problem solving。Contemporary Educational Psychology，20，426-443。  new window
3.Ryan, R. M.、Deci, E. L.(2000)。Self-determination theory and facilitation of intrinsic motivation, social development, and well-being。American psychologist，55(1)，68-78。  new window
4.Van Zile-Tamsen, C.(2001)。The predictive power of expectancy of success and task value for college students' self-regulated strategy use。Journal of College Student Development，42(3)，233 -243。  new window
5.Harter, S.(1978)。Effectance mo tivation reconsidered: Toward a developmental model。Human Development，21，34-64。  new window
6.Pintrich, P. R.、Smith, D.A.F.、Garcia, T.、Mckeachie, W. J.(1987)。Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)。Educational and Psychological Measurement，53(3)，801-813。  new window
7.Zimmerman, B. J.、Bandura, A.(1994)。Impact of Self-regulatory Influences on Writing Course achievement。American Educational Research Journal，31(4)，845-862。  new window
8.Eccles, J. S.、Wigfield, A.(1995)。In the mind of the actor: the structure of adolescents, achievement task values and expectance-related beliefs。Personality and Social Psychology Bulletin，21(3)，215-225。  new window
9.Rao, N.、Moely, B. E.、Sachs, J.(2000)。Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students。Contemporary Educational Psychology，25(3)，287-316。  new window
10.Wigfield, A.、Eccles, J. S.(1992)。The development of achievement task values: A theoretical analysis。Developmental Review，12(3)，265-310。  new window
11.Linnenbrink, Elizabeth A.、Pintrich, Paul R.(2002)。Motivation as an enabler for academic success。School Psychology Review，31(3)，313-327。  new window
12.Flowerday, T.、Schraw, G.、Stevens, J.(2004)。The role of choice and interest in reader engagement。The Journal of Experimental Education，72(2)，93-114。  new window
13.Schunk, D. H.(1982)。Effects of effort attributional feedback on children's perceived self-efficacy and achievement。Journal of Educational Psychology，74(4)，548-556。  new window
14.Marsh, H. W.、O'Neill, R.(1984)。Self description questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents。Journal of Educational Measurement，21(2)，153-174。  new window
15.Pajares, Frank、Miller, M. David(1994)。Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis。Journal of Educational Psychology，86(2)，193-203。  new window
16.Garrison, D. R.(1997)。Self-Directed learning: Toward a Comprehensive model。Adult Education Quarterly，48(1)，18-33。  new window
17.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
18.Schunk, Dale H.(1981)。Modeling and attributional effects on children's achievement: A self-efficacy analysis。Journal of Educational Psychology，73(1)，93-105。  new window
19.DeBacker, T. K.、Nelson, R. M.(1999)。Variations on an expectancy-value model of motivation in science。Contemporary Educational Psychology，24(2)，71-94。  new window
20.Bandura, Albert(1993)。Perceived Self-efficacy in Cognitive Development and Functioning。Educational Psychologist，28(2)，117-148。  new window
21.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
22.Linnenbrink, Elizabeth A.、Pintrich, Paul R.(2003)。The role of self-efficacy beliefs in student engagement and learning in the classroom。Reading & Writing Quarterly: Overcoming Learning Difficulties，19(2)，119-137。  new window
23.Bandalos, D. L., Finney, S. J.,、Geske, J. A.(2003)。A model of statistics performance based on achievement goal theory。Journal of Educational Psychology，95，604-616。  new window
24.Corral, N.,、Antia, S. D.(1997)。Self-talk: Strategies for success in math。Teaching Exceptional Children，29(4)，42-45。  new window
25.Marsh, H.,、Shavelson, R.(1985)。Self-concept: Its multifaceted hierarchical structure。Educational Psychologist，20，107-123。  new window
26.Martin-Krumm, C. P., Sarrazin, P. G.,、Peterson, C.(2005)。The moderating effects of explanatory style in physical education performance: A prospective study。Personality and Individual Differences: A prospective study. Personality and Individual Differences，38，1645-1656。  new window
27.Schutz, P. A., Drogosz, L. M., White, V. E.,、Distefano, C.(1998)。Prior knowledge, attitude, and strategiy use in an introduction to statistics course。Learning and Individual Differences，10 (4)，291-308。  new window
28.Spinath, B., Spinath, F. M., Harlaar, N.,、, Plomin, R.(2006)。Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value。Intelligence，34，363-374。  new window
29.Tin, T. B.(2006)。Inves tigating the nature of ‘interest’ reported by a group of postgraduate students in an MA in English language teacher education programme。System，34，222-238。  new window
30.Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman- Doan, C., Blumenfeld, P. C.(1997)。Changes in children’s competence beliefs and subjective task values across the elementary school years: A three-year study。Journal of Educational Psychology，89，451-469。  new window
會議論文
1.Wigfield, A., Anderman, E.,、Eccles, J. S.(2000)。Relations among children’s ability-related beliefs, achievement values, and achievement goals。New Orleans。  new window
研究報告
1.Pintrich, P. R.、Smith, D. A. F.、Garcia, T.、McKeachie, W. J.(1991)。A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, MI：National Center for Research to Improve Postsecondary Teaching and Learning。  new window
學位論文
1.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
2.程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
圖書
1.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
2.Kline, R. B.(1998)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。  new window
3.Pintrich, Paul R.、Schunk, Dale H.(2002)。Motivation in education: Theory, research and applications。Pearson Education, Inc。  new window
4.黃芳銘(2002)。結構方程模式--理論與應用。臺北市：五南。  延伸查詢new window
5.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
6.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
7.Brophy, J.(1998)。Motivating students to learning。Boston：McGraw-Hill。  new window
8.Renninger, K. A.(1992)。Individual interest and development: Implications for theory and practice。The role of interest in learning and development。Hillsdale, NJ。  new window
9.Wigfield, A.、Eccles, J. S.(2002)。The development of achievement motivation。San Diego, CA：Academic。  new window
圖書論文
1.Krapp, A.、Hahi, S.、Renninger, K. A.(1992)。Interest, learning, and development。The role of interest in learning and development。Hillsdale, NJ：LEA。  new window
2.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。  new window
3.Wigfield, A.(1994)。The role of children's achievement values in the self-regulation of their learning outcomes。Self-regulation of learning and performance。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
4.Schunk, D. H.(1995)。Self-efficacy and education and instruction。Self-efficacy, adaptation, and adjustment: Theory, research, and application。New York：Plenum Press。  new window
 
 
 
 
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