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題名：行動導向量表編製報告
書刊名：測驗年刊
作者：程炳林 引用關係／林清山
作者(外文)：Cherng, Biing-lin／Lin, Chen-shan
出版日期：1998
卷期：45:1
頁次：頁65-81
主題關鍵詞：行動導向；狀態導向；行動控制；Action orienration；State orientation；Action control
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(15) 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:9
  • 共同引用共同引用:0
  • 點閱點閱:74
　　　　　本研究的目的是編製一個適合測量國中生學習情境中行動導向的工具。量表編製 的理論基礎來自 Kuhl （ 1985, 1994 ）的行動控制理論，量表架構包含「決定」、「失敗 」、「表現」三個分量表，以選擇題型式作答，施測時間大約二十分鐘。 本研究以 522 位 國中生為樣本所進行的信、 效度考驗結果顯示： 行動導向量表三個分測驗的內部一致性 Cronbach α係數介於.51 ∼.70 之間， 折半（斯布公式校正）信度係數在.52 ∼.68 之間 ，間隔二週的重測信度在.83 ∼.88 之間。此外，量表的同時效度和建構效度也都理想。本 研究除提供百分等級和常態化 T 分數常模外，也對未來的研究提出建議。
　　　　　The purpose of this study was to construct the Action Orientation Scale (AOS) for junior high school students, based on Kuhl's Action Control Theory. The AOS consisted of three subscales, namely: Hesitation, Preoccupation, and Volatility. It requires approximately 20 minutes to finish the whole 30-item scale. A group of 522 junior high school students were selected as the subjects for the testing of scale reliability and validity. Results showed that test-retest coefficients for the subscales ranged from.83 to.88, Cronbach alpha coefficients ranged from.51 to.70, and that the validities for AOS examined by different ways were safisfactrory. Finally, the normalized T scores norms and percentile ranks norms for total subjects were constructed sparately.
期刊論文
1.Corno, L.(1993)。The best-laid plans: Modern conceptions and educational research。Educational Research，22(2)，14-22。  new window
2.Snow, R. E.(1989)。Toward assessment of cognitive and conative structures in learning。Educational Researcher，18(9)，8-15。  new window
3.Snow, R. E.、Swanson, J.(1992)。Instructional psychology: Aptitude, adaptation, and assessment。Annual Review of Psychology，43，583-626。  new window
4.Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。  new window
研究報告
1.林清山、程炳林(1997)。脅少年學習與適應之整合性研究：國中生學習行動控制橫式的建構與驗證暨教學輔導策略實驗方案效果之研究 (計畫編號：NSC86-2413-H-003-010-G10)。  延伸查詢new window
學位論文
1.陳麗芬(1995)。行動控制觀點的自我調節學習及其相關研究(碩士論文)。國立政治大學。  延伸查詢new window
圖書論文
1.Boekaerts, M.(1995)。The interface between intelligence and personality as determinants of classroom learning。Handbook of personality and intelligence。New York：Plenum。  new window
2.Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。NY：Springer-Verlag。  new window
3.Corno, L.(1994)。Student volition and education: Outcomes, influence, and practices。Self-regulation of learning and performance。Lawrence Erlbaum Associates。  new window
4.Hautzinger, M.(1994)。Action control in the context of psychopathological disorders。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
5.Kanfer, R.、Dugdale, B.、McDonald, B.(1994)。Empirical findings on the action control scale in the context of complex skill acquisition。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
6.Klinger, E.、Murphy, M. D.(1994)。Action orientation and personality: Some evidence on the construct validity of the Action Control Scale。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
7.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
8.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
9.Kuhl, J.、Kraska, K.(1989)。Self-regulation and metamotivation: computational mechanisms, development, and assessment。Abilities, Motivation, and Methodology: The Minnesota Symposium on Individual Differences。Hillsdale：Erlbaum。  new window
10.Snow, R. E.(1989)。Cognitive-conative aptitude interactions in learning。Abilities, Motivation, and Methodology: The Minnesota Symposium on Individual Differences。Hillsdale：Erlbaum。  new window
11.Boekaerts, M.(1994)。Action control: How relevant is it for classroom learning?。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
12.Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。  new window
13.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
 
 
 
 
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