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題名：強勢目標或多元目標？不同分析法對國小學童學習歷程之差異比較與成就目標影響學習成就路徑之模式檢驗
書刊名：教育與心理研究
作者：陳嘉成 引用關係
作者(外文)：Chen, Chia-cheng
出版日期：2010
卷期：33:3
頁次：頁107-137
主題關鍵詞：成就目標；强勢目標；多元目標；Achievement goal；Salient goal；Multiple goals
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(0) 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:90
  • 點閱點閱:81
本研究目的是比較同一筆資料中，若採用不同分析典範（強勢目標法與多元目標法），結論上可能產生何種差異。以306名國小六年級學童為對象，結果發現：採用強勢目標分析法時，結論支持表現目標只會造成非適應學習組型；但採用多元目標法時，則發現持高表現目標未必只有壞處，而持低表現目標也未必是優點。換句話說，不同分析方法將可能產生截然不同的建議。此外，我們檢驗了二向度成就目標對學習組型的影響路徑，結果發現：成就目標對數學成就的直接效果並不存在，且二種成就目標對數學成就的影響路徑亦各不相同。其中精熟目標是透過能力知覺正向影響數學成就，表現目標則是透過考試焦慮，增加自我設限策略的使用，並負向影響數學表現。
One goal of this study is to compare learning patterns of elementary school K-6 students by two different analytical approaches (salient goal and multiple goals) using sample size 306 elementary school K-6 students. By using analytical approach of salient goal, our results support the argument that the mastery goal is associated with adaptive pattern, and the performance goal is associated with maladaptive pattern. However, the results by the analytical approach of multiple goals propose that outcome by performance goal does not necessarily accompany negative impact and the outcome depends on varied context.
期刊論文
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23.Rhodewalt, Frederick(1994)。Conceptions of Ability, Achievement Goals, and Individual Differences in Self‐Handicapping Behavior: On the Application of Implicit Theories。Journal of Personality，62(1)，67-85。  new window
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25.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
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27.Garcia, T.(1995)。The role of motivational strategies in the self-regulation。New Direction for Teaching and Learning，63，29-42。  new window
28.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
29.余民寧、陳景花(19960500)。時間管理對學業成就的影響。國立政治大學學報，72(上)，63-82。  延伸查詢new window
30.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
31.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
32.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
33.Rhodewalt, F.,、Fairfield, M.(1991)。Claimed self-handicaps and the self- handicapper: The relation of reduction in intended effort to performance。Journal of Research in Personality，25，397-416。  new window
34.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
35.Hulleman, C. S.、Durik, A. M.、Schweigert, S. B.、Harackiewicz, J. M.(2008)。Task values, achievement goals, and interest: An integrative analysis。Journal of Educational Psychology，100(2)，398-416。  new window
36.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
37.Lau, S.、Nie, Y.(2008)。Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions。Journal of Educational Psychology，100(1)，15-29。  new window
38.Linnenbrink, E. A.(2005)。The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning。Journal of Educational Psychology，97(2)，197-213。  new window
39.Richardson, F. C.、Suinn, R. M.(1972)。The mathematics anxiety rating scale: psychometric data。Journal of Counseling Psychology，19(6)，551-554。  new window
40.陳嘉成(20071200)。區別高低分群學生數學成就因素的國際比較--以臺灣、南韓、澳洲與賽普勒斯的TIMSS 2003學生背景變項為例。測驗學刊，54(2)，377-401。new window  延伸查詢new window
41.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
42.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
43.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
44.Otis, N.、Grouzet, F. M. E.、Pelletier, L. G.(2005)。Latent motivational change in an academic setting: A 3-year longitudinal study。Journal of Educational Psychology，97(2)，170-183。  new window
45.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
46.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
47.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
48.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
49.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
50.陳嘉成(20060600)。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。測驗學刊，53(1)，49-77。new window  延伸查詢new window
51.Pintrich, P. R.(2000)。An achievement goal theory perspective on issues in motivation terminology, theory, and research。Contemporary Educational Psychology，25(1)，92-104。  new window
52.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
53.陳嘉成(20080600)。調節假設或適配假設？--二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究。教育與心理研究，31(2)，27-58。new window  延伸查詢new window
54.施淑慎、曾瓊慧、蔡雅如(20070600)。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊，54(1)，31-57。new window  延伸查詢new window
55.Anderman, E. M.,、Midgley, C.(1997)。Changes in achievement goal orientation, perceived academic competence, and grades across the transition to middle-level schools。Contemporary Educational Psychology，22，269-298。  new window
56.Jones, E.,、Berglas, S.(1978)。Control 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
57.Midgley, C.,、Urdan, T.(2001)。Academic self-handicapping and achievement goal: A further examination。Contemporary Educational Psychology，26，61-75。  new window
58.Murray, C.,、Warden, M.(1990)。Implication of self-handicapping strategies for academic achievement: A reconceptualization。Journal of Social Psychology，132，23-37。  new window
59.O’Brien P. E.(2001)。Self-handicapping behaviors, psychosocial variables and academic achievement of middle school adolescents。Dissertation Abstracts International: Section B: The Science and Engerneering，61(10B)，5599。  new window
60.Pintrich, P. R.(2000)。Multiple goal, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology，92(4)，544-555。  new window
61.Senko, C.,、Harackiewicz, J. M.(2002)。Performance goals: The moderating roles of context and achievement orientation。Journal of Experimental Social Psychology，38，603-610。  new window
62.Vlachopoulos, S.,、Biddle, S. J. H.(1997)。Modeling the relations to achievement- related affect in physical education: Does perceived ability matter?。Journal of Sport and Exercise Psychology，19(2)，169- 187。  new window
63.Anderman, E. M.、Midgley, C.(1997)。Changes in achievement goal orientation, perceived academic competence, and grades across the transition to middle-level schools。Contemporary Educational Psychology，22，269-298。  new window
64.Jones, E.、Berglas, S.(1978)。Control 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
65.Murray, C.、Warden, M.(1990)。Implication of self-handicapping strategies for academic achievement: A reconceptualization。Journal of Social Psychology，132，23-37。  new window
66.Pintrich, P. R.(2000)。Multiple goal, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology，92(4)，544-555。  new window
67.Midgley, C.、Urdan, T.(2001)。Academic self-handicapping and achievement goal: A further examination。Contemporary Educational Psychology，26，61-75。  new window
68.Senko, C.、Harackiewicz, J. M.(2002)。Performance goals: The moderating roles of context and achievement orientation。Journal of Experimental Social Psychology，38，603-610。  new window
69.Vlachopoulos, S.、Biddle, S. J. H.(1997)。Modeling the relations to achievement- related affect in physical education: Does perceived ability matter?。Journal of Sport and Exercise Psychology，19(2)，169-187。  new window
學位論文
1.余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
2.O'Brien, P. E.(2001)。Self-handicapping behaviors, psychosocial variables and academic achievement of middle school adolescents。  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.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
4.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
5.Maehr, M. L.、Midgley, C.(1996)。Transforming school culture。Boulder, CO：Westview Press。  new window
6.Weiner, Bernard(1986)。An attributional theory of motivation and emotion。New York：Springer-Verlag。  new window
7.Dweck, C. S.(2000)。Self-theories: Their role in motivation, personality, and development。Psychology Press。  new window
8.Kuhn, Thomas Samuel(1970)。The Structure of Scientific Revolutions。University of Chicago Press。  new window
單篇論文
1.吳靜吉，余民寧，陳嘉成(1999)。自我設限策略量表。  延伸查詢new window
2.吳靜吉，程炳林(1992)。激勵學習策略量表。  延伸查詢new window
3.吳靜吉，林偉文，劉士豪(1998)。成就目標量表。  延伸查詢new window
其他
1.吳靜吉，余民寧，陳嘉成(1999)。數學能力知覺量表。  延伸查詢new window
2.Warden, M. Robert(1991)。Withdrawal of academic effort: Implications for self- handicapping and self-worth theories。  new window
圖書論文
1.Elliot A. J.、Dweck, C. S.(2005)。Competence and motivation: Competence as the core of achievement motivation。Handbook of competence and motivation。New York：Guildford Press。  new window
2.Linnenbrink, E. A.、Pintrich, P. R.(2001)。Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses。Motivation in learning contexts: Theoretical advances and methodological implications。New York, NY：Pergamon。  new window
3.Pintrich, P. R.、Schrauben, B.(1992)。Students' motivational beliefs and their cognitive engagement in classroom tasks。Students perceptions in the classroom: Causes and consequences。Hillsdales, NJ：Lawrence Erlbaum Associates。  new window
4.Graham, S.、Weiner, B.(1996)。Theories and principles of motivation。Handbook of Educational Psychology。New York, NY：Macmillan。  new window
5.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
 
 
 
 
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