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題名：大學生課業任務價值量表編製之研究
書刊名：高雄師大學報. 教育與社會科學類
作者：羅幼瓊 引用關係／林曉芳 引用關係／林清文 引用關係
作者(外文)：Lou, Yu-chiung／Lin, Hsiao-fang／Lin, Chin-wen
出版日期：2013
卷期：34
頁次：頁1-20
主題關鍵詞：課業任務價值；驗證性因素分析；大學生；Achievement task value；Confirmatory factor analysis；University students
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 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:1
  • 共同引用共同引用:22
  • 點閱點閱:32
本研究旨在發展一份測量大學生課業任務價值之量表，並檢核其信、效度，用以了解一般大學生的課業任務價值。本研究之正式量表共 38題，包含「重要性」、「效用性」、「興趣性」等三個正向課業任務價值分量表，及「代價性」之負向課業任務價值分量表。研究對象為大學一至四年級共 860位學生，共 19所學校，其中包含 6所國立大學與 13所私立大學。以430位建模樣本，評鑑測量模式是否與實徵資料相互適配，再以430位驗證樣本，驗證其模式之適配性，根據驗證性因素分析結果顯示模式適配度良好。文末就量表編製之結果及未來研究方向提出建議，供研究人員、大專院校學生諮商或學習輔導中心人員參酌。
The aims of the study were (a) to develop a scale to measure university students’ task value, and (b) to use confirmatory factor analytic techniques to investigate the construct validity of the scale. The questionnaire items were developed based on theoretical considerations, and the final version contained 38 items divided into four sub-scales. Analyses were conducted on two samples of university students (n1＝430, n2＝430). The scale may have construct validity for the current sample of university students. Finally, possible applications for this scale, including for the early identification and prevention of problematic task values among university students, and implications for further psychometric research are highlighted.
期刊論文
1.劉淑蓉(20050200)。淺談促進大學生學習之策略--以國外研究型大學為例。文教新潮，10(1)，20-24。  延伸查詢new window
2.Jones, B. D.(2009)。Motivating students to engage in learning: The MUSIC model of academic motivation。International Journal of Teaching and Learning in Higher Education，21(2)，272-285。  new window
3.Neuville, S.、Frenay, M.、Schmitz, J.、Boudrenghien, G.、Noel, B.、Wertz, V.(2007)。Tinto's theoretical perspective and expectancy-value paradigm: A confrontation to explain freshman's academic achievement。Psychologica Belgica，47，31-50。  new window
4.MacCallum, R. C.、Hong, S.(1997)。Power analysis in covariance structure modeling using。Multivariate Behavioral Research，32(2)，193-210。  new window
5.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
6.Eccles, J. S.(1987)。Gender roles and women's achievement-related decisions。Psychology of Women Quarterly，11(2)，135-172。  new window
7.劉鎔毓(20070300)。大學生課業學習相關經驗分析：一般生與技職生之比較。課程研究，2(2)，91-121。new window  延伸查詢new window
8.Wigfield, A.、Eccles, J. S.(1992)。The development of achievement task values: A theoretical analysis。Developmental Review，12(3)，265-310。  new window
9.Hidi, S.、Baird, W.(1986)。Interestingness-a neglected variable in discourse processing。Cognitive Science，10，179-194。  new window
10.Schiefele, U.(1999)。Interest and learning from text。Scientific Studies of Reading，3(3)，257-280。  new window
11.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。  new window
12.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
13.Markus, H.、Wurf, E.(1987)。The Dynamic Self-Concept: A Social Psychological Perspective。Annual Review of Psychology，38(1)，299-337。  new window
14.羅幼瓊、林清文(20090300)。以提升課業任務價值為導向之課業學習諮商之當事人任務分析--以高中學生學習英文科為例。中華輔導與諮商學報，25，81-130。new window  延伸查詢new window
15.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
會議論文
1.Bong, M.(1999)。Role of self-efficacy and task-value in predicting college students' course performance and future enrollment intentions。the Annual Convention of the American Psychological Association。Boston, MA。  new window
2.McCoach, D. B.、Siegle, D.(200208)。A Pilot validation of the Class Value Assessment。The 110th Annual Meeting of the American Psychological Association，(會議日期: 2002/08/22-08/25)。Chicago, IL。  new window
3.Anderson, P. N.(2000)。Cost perception and the Expectancy-Value model of achievement motivation。The Annual Meeting of the American Educational Research Association，(會議日期: 2000, April)。New Orleans, LA。  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.Velez, J. J.(2008)。Instructor communication behaviors and classroom climate: Exploring relationships with student self-efficacy and task value motivation(博士論文)。Ohio State University。  new window
圖書
1.李咏吟、張德榮、洪寶蓮(1991)。大學生學習與讀書策略量表。臺北市：心理出版社。new window  延伸查詢new window
2.Erickson, B. L.、Peters, C. B.、Strommer, D. W.(2006)。Teaching first-year undergraduates: Revised and expanded edition of teaching college freshmen。John Wiley & Sons, Inc.。  new window
3.Weinstein, C. E.(1987)。Learning and study strategies inventory (LASSI): User's manual。H & H Publishing Company。  new window
4.邱皓政(2011)。結構方程模式：LISREL/SIMPLIS原理與應用。雙葉書廊。  延伸查詢new window
5.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
圖書論文
1.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
2.Wigfield, A.、Eccles, J. S.(2002)。The development of competence beliefs, expectancies for success: An achievement values from childhood thought adolescence。The development of achievement。San Diego, CA：Academic Press。  new window
 
 
 
 
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