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題名：害怕被嘲笑對國中生迎接挑戰傾向的影響：智力自我理論的調節效果
書刊名：教育心理學報
作者：劉政宏 引用關係／李依齡／李維光／黃博聖 引用關係
作者(外文)：Liu, Cheng-hong／Lee, Yi-ling／Lee, Wei-kuang／Huang, Po-sheng
出版日期：2013
卷期：44:3
頁次：頁691-711
主題關鍵詞：迎接挑戰；能力實存觀；能力增長觀；害怕失敗；害怕被嘲笑；智力自我理論；Challenge-confronting tendency；Entity view of ability；Fear of failure；Gelotophobia；Incremental view of ability；Self-theories of intelligence
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  • 被引用次數被引用次數:期刊(1) 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:1
  • 共同引用共同引用:14
  • 點閱點閱:37
積極迎接挑戰是國內學生普遍缺乏但又相當重要的態度。為了對學生此態度的瞭解與培養有所助益，本研究針對害怕被嘲笑對迎接挑戰傾向的影響與歷程進行探討，並檢驗學生所持的智力自我理論（能力增長觀）能否提升其迎接挑戰傾向，及緩衝怕被笑對迎接挑戰的負向效果。308位國中生的調查結果顯示：一、在迎接挑戰的「價值信念」、「一般接受與尋求」及「公開接受」三個向度上，怕被笑皆具有負向的預測效果。二、在檢驗「害怕失敗」是否是怕被笑對迎接挑戰負向效果的中介變項時，僅在公開接受向度發現部分中介效果。三、增長觀可提升迎接挑戰傾向。四、相較於持實存觀者而言，怕被笑對持增長觀者迎接挑戰的負向影響，反而有加劇的趨勢。
To confront challenges actively is a very important attitude for students in Taiwan who tend to avoid challenges. To advance the understanding of the root causes and to help students confront challenges, we examined the negative relationship and mechanism between the fear of being laughed at (gelotophobia) and challenge-confronting tendencies. We also explored whether the incremental view of ability held by students would help them confront challenges and buffer the negative effect. The results of this study with 308 junior high school students were: (1) The fear of being laughed at actually exerted negative influences on all the three dimensions of the challenge-confronting tendencies, which included value belief, general accepting and seeking tendency, and public accepting tendency. (2) Fear of failure partially mediated the negative effect of gelotophobia on the public accepting tendency dimension, but did not show mediating effects in the other two dimensions. (3) Incremental view of ability increased students' challenge-confronting tendencies in all the three dimensions. (4) Relative to entity view of ability, incremental view of ability did not buffer the negative effect of gelotophobia on challenge-confronting tendencies, but instead intensified the negative effect.
期刊論文
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32.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
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36.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
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學位論文
1.何炳輝(2008)。不同成就目標的內涵及其影響(碩士論文)。臺灣大學，臺北市。  延伸查詢new window
2.蔡思賢(2009)。國中生幽默風格、嘲笑風格與攻擊行為之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Dweck, C. S.、Master, A.(2009)。Self-theories and motivation: Student’s beliefs about intelligence。Handbook of motivation at school。New York, NY：Routledge。  new window
2.Ruch, W.、Proyer, R. T.、Popa, D. E.(2008)。The fear of being laughed at (gelotophobia) and personality。Anuarul Institutului de Istorie。luj-Napoca：Romania。  new window
3.Taylor, S. E.、Peplau, A. L.、Sears, D. O.(2006)。Social psychology。Englewood Cliffs, NJ：Prentice Hall。  new window
4.Dweck, C. S.(1999)。Self-theories and goals: Their role in motivation, personality, and development。Philadelphia：Psychology Press。  new window
5.Aiken, Leona S.、West, Stephen G.、Reno, Raymond R.(1991)。Multiple regression: Testing and interpreting interactions。Sage。  new window
其他
1.游婉琪(2010)。保護過度，9成孩子缺勇氣，http://www.lihpao.com/7action-viewnews-itemid-10087， 2010/05/26。  延伸查詢new window
圖書論文
1.McNabb, T.(2003)。Motivational issues: Potential to performance。Handbook of gifted education。Boston, MA：Allyn and bacon。  new window
2.Maehr, M. L.、Zusho, A.(2009)。Achievement goal theory: The past, present, and future。Handbook of motivation at school。Routledge。  new window
3.王俊明(1999)。問卷與量表的編製及分析方法。體育測驗與評價。台北市：中華民國體育學會。  延伸查詢new window
 
 
 
 
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