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：雙核心動機模式測量指標的建立及跨年級的檢驗
書刊名：教育心理學報
作者：劉政宏
作者(外文)：Liu, Cheng-hong
出版日期：2012
卷期：43:3
頁次：頁633-656
主題關鍵詞：學習行為；學習動機；雙核心動機模式；Learning behavior；Learning motivation；The dual-core motivation model；DCM
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(5) 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:5
  • 共同引用共同引用:351
  • 點閱點閱:115
劉政宏（2009）提出雙核心動機模式（dual-core motivation model，簡稱DCM）來說明學習動機包含的成分，及其對學習行為的影響路徑，其中認為學習動機包含價值、預期、情感與執行意志四個不同成分，但其中僅有情感與執行意志兩個核心成分對學習行為有直接影響力，價值與預期等成分則是經由雙核心成分的中介，間接對學習行為產生影響。先前研究顯示DCM在概念架構與檢驗證據上仍有改善空間，因此本研究目的在進一步闡述與確定DCM中各動機成分的概念與測量指標，並以1203位小六至國三學生資料針對修正後的DCM進行檢驗與跨年級比較。使用的工具包含「國中小學習動機量表」與「國中小學習行為量表」，資料則透過LISREL進行結構方程模式分析。分析結果發現，相較於先前結果，修正後的DCM獲得觀察資料的支持，其整體適配度與內在品質皆大幅提昇，同時不同年級的中小學生在DCM大多數結構係數上並未有差異。本研究根據研究結果在理論與實務上的涵義進行討論，並提出結果應用及未來研究的建議。
The Dual-Core Motivation Model (DCM) proposed by Liu (2009) suggests that there are four different motivation components of value, expectation, affect, and executive volition. Of the four components, only affect and executive volition which are supposed to be core motivation components influence learning behavior directly. However, the effects of the value and expectation component on learning behavior are indirect and mediated by the two core components. Previous findings showed the DCM could be improved in terms of theoretical structure and supportive evidence. Thus, this study aimed to confirm the subcomponents and indicators for the four motivation components, and test and make cross-grade comparison on the revised DCM. A total of 1203 validated sixth-grade and junior high school students in Taiwan were involved in this study and instruments employed were the “Learning Motivation Scale” and “Learning Behavior Scale” for primary and junior high school students. Data collected were analyzed by structural equation modeling using the LISREL computer program. Results showed that the fit indices of overall model and internal structure of the revised DCM improved obviously. Besides, as to most of the structure coefficients, there were no significant differences among sixth to ninth grade students. Based on the findings, possible implications for educators and suggestions for future research are discussed.
期刊論文
1.劉政宏、張景媛、許鼎延、張瓊文(20051200)。國小學生學習動機成分之分析及其對學習行為之影響。教育心理學報，37(2)，173-196。new window  延伸查詢new window
2.Kloosterman, Peter、Cougan, Monica Clapp(1994)。Students' beliefs about learning school mathematics。Elementary School Journal，94(4)，375-388。  new window
3.Garcia, T.、McCann, E. J.、Turner, J. E.、Roska, L.(1998)。Modeling the mediating role of volition in the learning process。Contemporary Educational Psychology，23(4)，392-418。  new window
4.Sobel, M. E.(1982)。Asymptotic Intervals for Indirect Effects in Structural Equations Models。Sociological Methodology，13，290-312。  new window
5.侯玫如、程炳林、于富雲(20040300)。國中生多重目標導向與其自我調整學習之關係。教育心理學報，35(3)，221-247。new window  延伸查詢new window
6.Madden, Thomas J.、Ellen, Pamela Scholder、Ajzen, Icek(1992)。A Comparison of the theory of planned behavior and the theory of reasoned action。Personality and Social Psychology Bulletin，18(1)，3-9。  new window
7.Boisvert, J.、Bouffard, T.、Vezeau, C.、Larouche, C.(1995)。The Impact of Goal Orientation on Self-regulation and Performance among College Students。British Journal of Educational Psychology，65，317-329。  new window
8.程炳林、林清山(20021000)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-60。new window  延伸查詢new window
9.劉政宏、張文哲、陳學志、黃博聖(20080900)。你贊成或反對立場對立者的論點？--立場對立情境之論點贊否模式（CSAAM）。中華心理學刊，50(3)，327-346。new window  延伸查詢new window
10.Edwards, Ward(1954)。The Theory of Decision Making。Psychological Bulletin，51(4)，380-417。  new window
11.Baddeley, A.(1996)。Exploring the central executive。The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology，49，5-28。  new window
12.Ainley, Mary(2006)。Connecting with learning: Motivation, affect and cognition in interest processes。Educational Psychology Review，18(4)，391-405。  new window
13.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
14.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
15.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
16.Meyer, Debra K.、Turner, Julianne C.(2002)。Discovering emotion in classroom motivation research。Educational Psychologist，37(2)，107-114。  new window
17.程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。new window  延伸查詢new window
18.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
19.Corno, Lyn(1993)。The Best-Laid Plans: Modern Conceptions of Volition and Educational Research。Educational Researcher，22(2)，14-22。  new window
20.劉政宏(20091200)。對學習行為最有影響力的動機成分？雙核心動機模式之初探。教育心理學報，41(2)，361-383。new window  延伸查詢new window
21.Little, Todd D.、Cunningham, William A.、Shahar, Golan、Widaman, Keith F.(2002)。To parcel or not to parcel: Exploring the question, weighing the merits。Structural Equation Modeling: A Multidisciplinary Journal，9(2)，151-173。  new window
22.Covington, Martin V.(1984)。The self-worth theory of achievement motivation: Findings and implications。The Elementary School Journal，85(1)，4-20。  new window
23.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
24.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
25.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
26.劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城(20100900)。「國中小學習動機量表」之編製及其信、效度研究。測驗學刊，57(3)，371-402。new window  延伸查詢new window
27.Bower, G. H.(1981)。Mood and memory。American Psychologist，36(2)，129-148。  new window
28.程炳林(20000400)。國中生認知／意動成份與學習表現之相關研究。師大學報. 教育類，45(1)，43-59。new window  延伸查詢new window
29.Atkinson, R. C.、Shiffrin, R. M.(1971)。The control of short-term memory。Scientific American，225，82-90。  new window
30.Crandall, V. C.(1963)。Reinforcement effects of adult actions and nonreactions on children’s achievement expectations。Children development，34，335-354。  new window
31.Crandall, V. C.、Good, S.、Crandall, V. J.(1964)。The reinforcement effects of adult actions and nonreactions on children’s achievement expectations: A replication study。Children development，35，485-497。  new window
32.Jacobson, R. R.、Harris, S. M.(2008)。Does the type of campus influence self-regulated learning as measured by the motivated strategies for learning questionnaire (MSLQ)。Education，128，412-431。  new window
33.McCollum, D. L.、Kajs, L. T.(2009)。Examining the relationship between school administrators' efficacy and goal orientations。Educational Research Quarterly，32(3)，29-46。  new window
34.Baumann, N.、Kuhl, J.(2005)。How to resist temptation: The effects of external control versus autonomy support on self-regulatory dynamics。Journal of Personality，73，443-471。  new window
35.Kruglanski, A. W.(1975)。The endogenous-exogenous partition in attribution theory。Psychological Review，82，387-406。  new window
學位論文
1.劉政宏(2003)。考試壓力、回饋方式對國小學生學習表現、自我價值及學習動機之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Eysenck, M. W.、Keane, M. T.(2000)。Cognitive psychology: A student’s handbook。Englewood Cliffs, NJ。  new window
2.Atkinson, J. W.(1964)。An Introduction to Motivation。Princeton, NJ：Van Nostrand。  new window
3.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。  new window
4.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College Publishers。  new window
5.Weiner, Bernard(1972)。Theories of Motivation: From Mechanism to Cognition。Chicago, IL：Rand McNally。  new window
6.Piaget, Jean、Piercy, M.、Berlyne, D. E.(1950)。The Psychology of Intelligence。Routledge and Kegan Paul。  new window
7.Fishbein, M.、Ajzen, I.(1980)。Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research。Addison-Wesley。  new window
8.Baddeley, Alan D.(1986)。Working Memory。Oxford University Press。  new window
9.Pintrich, Paul R.、Schunk, Dale H.(2002)。Motivation in education: Theory, research and applications。Pearson Education, Inc。  new window
10.McClelland, D. C.、Atkinson, J. W.、Clark, R. A.、Lowell, E. L.(1953)。The Achievement motive。Appleton-Century-Crofts。  new window
11.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
12.陳正昌、程炳林、陳新豐、劉子健(2008)。多變量分析方法--統計軟體應用。五南。  延伸查詢new window
13.Maslow, Abraham H.(1954)。Motivation and Personality。Harper & Row。  new window
14.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
15.Kuhl, J.(1994)。A theory of action and state orientation。Volition and personality \\ J. Kuhl ; J. Beckmann (Eds.)。Seattle, WA。  new window
16.Taylor, S. E.、Peplau, A. L.、Sears, D. O.(2006)。Social Psychology。Englewood Cliffs, NJ。  new window
17.Wigfield, A.、Tonks, S.、Klauda, S. L.(2009)。Expectancy-value theory。Handbook of motivation at school \\ K. R. Wentzel ; A. Wigfield (Eds.)。New York, NY。  new window
18.Graham, S.、Williams, C.(2009)。An attribution approach to motivation in school。Handbook of motivation at school \\ K. R. Wentzel ; A. Wigfield (Eds.)。New York, NY。  new window
圖書論文
1.Hammer, T.(2003)。Introduction。Youth unemployment and social exclusion in Europe: A comparative study。UK：The policy press。  new window
2.Pintrich, P. R.(2003)。Motivation and classroom learning。Handbook of psychology: Educational psychology。John Wiley & Sons。  new window
3.Kuhl, J.(1985)。Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。New York：Springer-Verlag。  new window
4.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。  new window
5.Dweck, C. S.、Elliott, E. S.(1983)。Achievement motivation。Handbook of child psychology vol. 4: Socialization, personality, and social development。New York：Wiley。  new window
6.Kuhl, J.(1984)。Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control。Progress in experimental personality research。New York：Academic Press。  new window
7.Schunk, D. H.(1989)。Self-efficacy and cognitive skill learning。Research on motivation in education。San Diego, CA。  new window
8.Kuhl, J.(1994)。Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90)。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
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：1312（臺灣：1307，外國：5） ／ 本年度總使用人次：1972506 ／ 訪客人次（自102年09月）：67772603
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