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題名：國中生動機涉入之分類結構及其相關因素探討
書刊名：教育心理學報
作者：張映芬／程炳林 引用關係
作者(外文)：Chang, Ying-fen／Cherng, Biing-lin
出版日期：2011
卷期：43:2
頁次：頁521-546
主題關鍵詞：成就動機；求成需求；動機涉入；學業成就；避敗需求；Academic achievement；Achievement motivation；Motivational engagement；Need for achievement；Need for avoiding failure
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(14) 博士論文(2) 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:100
  • 點閱點閱:71
當代教育心理學對學習動機的研究可區分動機信念、動機涉入、動機策略三大領域，但是針對動機涉入的研究較少，且國內外的研究也尚無動機涉入之分類架構。因此，本研究試圖建構動機涉入的分類架構，考驗其與觀察資料的適配度，並進一步建構「動機涉入模式」探討成就動機、動機涉入與學業成就之關係。受試者取自台灣地區1224名國二學生，所蒐集的資料以結構方程模式進行分析。研究結果顯示：一、本研究所建構「動機涉入二階驗證性因素分析模式」獲得觀察資料支持。二、本研究所建構的「動機涉入模式」獲得觀察資料支持，且變項間關係的假定亦獲得支持：求成需求能正向預測適應性動機涉入，負向預測不適應性動機涉入；避敗需求能正向預測不適應性動機涉入；適應性動機涉入能正向預測學業成就，不適應性動機涉入則負向預測學業成就。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來的建議。
Contemporary esearch in learning motivation can be divided into three domains: motivational belief, motivational engagement, and motivational strategy. However, research on motivational engagement is few and lacks a structural model. This study addresses several purposes: First, we seek to verify the goodness of fit between empirically observed data and the second order confirmatory factory analysis model of motivational engagement proposed by the authors. Second, we analyze the relationships among achievement motivation, motivational engagement and academic achievement. Participants were 1224 junior high school students. Data were analyzed using structural equation modeling with the LISREL computer program. The following results were obtained: (a) the second order confirmatory factor analysis model of motivational engagement fit the observed data well. (b) Need for achievement positively predicted adaptive motivational engagement and negatively predicted maladaptive motivational engagement. Need to avoid failure positively predicted maladaptive motivational engagement. Adaptive motivational engagement positively predicted academic achievement, and maladaptive motivational engagement negatively predicted academic achievement. Implications for theory, practice and further research were discussed.
期刊論文
1.Ryan, A. M.、Pintrich, P. R.(1997)。Should I ask for help? The role of motivation and attitudes in adolescents' help seeking in math class。Journal of Educational Psychology，89(2)，329-341。  new window
2.Wolters, Christopher A.(2003)。Understanding Procrastination from A Self-regulated Learning Perspective。Journal of Educational Psychology，95(1)，179-187。  new window
3.Butler, R.、Neuman, O.(1995)。Effects of Task and Ego Achievement Goals on Help-seeking Behaviors and Attitude。Journal of Educational Psychology，87(2)，261-271。  new window
4.Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。  new window
5.Newstead, S. E.、Franklyn-Stokes, A.、Armstead, P.(1996)。Individual differences in student cheating。Journal of Educational Psychology，88(2)，229-241。  new window
6.Boekaerts, M.(1987)。Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition。Communication and cognition，20(2)，207-224。  new window
7.Newman, R. S.(1990)。Children'€™s help-seeking in the classroom: The role of motivational factors and attitudes。Journal of Educational Psychology，82(1)，71-80。  new window
8.Newman, R. S.(2002)。How self-regulated learners cope with academic difficulty: The role of adaptive help seeking。Theory into Practice，41(2)，132-138。  new window
9.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
10.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
11.Martin, Andrew J.、Marsh, Herbert W.、Debus, Raymond L.(2001)。Self-Handicapping and Defensive Pessimism: Exploring a Model of Predictors and Outcomes from a Self-Protection Perspective。Journal of Educational Psychology，93(1)，87-102。  new window
12.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
13.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
14.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
15.Bandalos, Deborah L.(2002)。The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling。Structural Equation Modeling，9(1)，78-102。  new window
16.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
17.Anderman, Eric M.、Griesinger, Tripp、Westerfield, Gloria(1998)。Motivation and cheating during early adolescence。Journal of Educational Psychology，90(1)，84-93。  new window
18.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
19.程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。new window  延伸查詢new window
20.彭淑玲、程炳林(20051000)。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報. 教育類，50(2)，69-95。new window  延伸查詢new window
21.Higgins, E. Tory(1997)。Beyond pleasure and pain。American Psychologist，52(12)，1280-1300。  new window
22.Ryan, A. M.、Pintrich, P.、Midgley, C.(2001)。Avoiding seeking help in the classroom: Who and why?。Educational Psychology Review，13(2)，93-114。  new window
23.Turner, J. C.、Meyer, D. K.(2004)。A classroom perspective on the principle of moderate challenge in mathematics。Journal of Educational Research，6，311-318。  new window
24.Custodero, L. A.(2005)。Obervable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age。Music Education Research，7(2)，185-209。  new window
25.Graham, S.(1994)。Motivation in African Americans。Review of Educational Research，64 (1)，55-63。  new window
研究報告
1.程炳林、林清山(2000)。中學生自我調整學習之研究 (計畫編號：NSC89-2413-H-035-001)。  延伸查詢new window
學位論文
1.賴美璇(2006)。動機調整策略融入英語科之教學效果(碩士論文)。國立成功大學。  延伸查詢new window
2.向天屏(2000)。國中小學生成就目標導向、學習策略、自我跛足策略與學業成就關係之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
4.楊岫穎(2003)。國中生自我設限的情境及歷程因素之研究(碩士論文)。國立成功大學。  延伸查詢new window
5.姚招帆(2006)。國中生目標導向、自我效能與學習策略、自我設限策略及作弊之關係(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.李芩萍(2003)。國中生自律／能力焦點及精熟／表現目標導向的課業避助行為之研究。國立成功大學。  延伸查詢new window
圖書
1.Schunk, Dale H.、Pintrich, Paul R.、Meece, Judith L.(2008)。Motivation in education: Theory, research, and applications。Pearson/Merrill Prentice Hall。  new window
2.陳正昌、程炳林、陳新豐、劉子鍵(2005)。多變量分析方法：統計軟體應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
3.張春興(1996)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
4.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago：Scientific Software。  new window
5.Covington, M. V.(1992)。Making the grade。Cambridge, England。  new window
6.Arbreton, A.(1998)。Student goal orientation and help-seeking strategy use。Strategic help seeking: Implications for learning and teaching。Mahwah, NJ。  new window
圖書論文
1.Elliot, Andrew J.(1997)。Integrating the ''Classic'' and ''Contemporary'' Approaches to Achievement Motivation: A Hierarchical Model of Approach and Avoidance Achievement Motivation。Advances in Motivation and Achievement。Greenwich, CT：JAI Press。  new window
2.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
 
 
 
 
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