「準備」在成就作業中的個別差異與功能：以學齡前兒童之套圈圈派典為例_

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題名：	「準備」在成就作業中的個別差異與功能：以學齡前兒童之套圈圈派典為例
作者：	龔美娟
作者(外文)：	Mei-Juan Kung
校院名稱：	國立臺灣大學
系所名稱：	心理學研究所
指導教授：	雷庚玲
學位類別：	博士
出版日期：	2017
主題關鍵詞：	成就動機；個別差異；套圈圈派典；準備行為；精熟動機；學齡前兒童；achievement motivation；individual difference；mastery motivation；preparation behavior；preschoolers；ring toss paradigm
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:1

面臨正式挑戰前的準備行為除了包括如持續、專心等與面對正式挑戰時類似的行為外，其他在挑戰當下對成功無所助益的行為，卻或許在準備階段有其功能，如輕鬆練習可能有助保持體能、選擇已挑戰成功過的作業重複熟練或可增進技能的自動化、選擇超越實力太多之高難度作業可確切評估未來挑戰的方向等。學齡前期是個體初次會同時顯現豐富的精熟行為與成就行為的年紀，此年齡的兒童如何準備以因應接下來的挑戰？其準備行為是否與其內在成就目標有相關而為成就目標之行為表徵？這些行為是否可預測未來表現，或學齡前兒童雖會施行卻仍有效能缺陷？皆為本研究所欲探討之議題。本研究修改Atkinson與Litwin（1960）的套圈圈派典，先測量受試兒童（age = 4.65-7.04yr., N = 114）之投擲基準能力後，再讓其獨自準備五分鐘，並告知其目標為：看看在等一下的驗收階段是否可比基準線更進步，最遠可在哪裡套中。本研究將準備行為指標分為輕鬆練習、重複熟練、近端目標與遠端目標等四種策略，並計算兒童採用近端目標套中前之受挫程度。接著，兒童透過十次自主投擲以展現其投擲進步程度。最後再測量其精熟目標與常模目標。簡單相關分析顯示：越偏好精熟目標的兒童，越不會選擇與自己投擲基準能力相當、或更簡單的距離進行練習，而越偏好常模目標的兒童則剛好相反。淨相關分析則顯示：在控制兒童之受挫程度後，越偏好常模目標的兒童，準備時越不會選擇稍有難度的近端目標策略。由上述結果可見學齡前兒童已可由部分準備策略之個別差異反映其成就目標。在排除兒童先備能力與投擲總次數後，以輕鬆練習、近端目標、遠端目標策略為預測變項之多元迴歸分析顯示：越多使用近端目標策略，準備階段的進步幅度雖越大，但驗收階段的進步幅度卻越小，顯示在準備時有助當下之成果表現的行為，不一定有助於增進正式挑戰時的成果。最後以脊迴歸分析進行四項準備策略之整體預測則指出無一策略可達正向預測，顯示學齡前兒童之準備策略仍可能存在效能缺陷。

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When people are about to face a challenge, their preparation beforehand may be characteristic of persistence, concentration, and other behaviors similar to those appear during the challenge. Behaviors that are considered to be unhelpful during the challenge session might be helpful and effective in its preparation session; for instance, choosing easy practice to preserve physical energy; using repetitive practice to foster skill automation; trying overly difficult tasks to accurately alter later strategies for the challenge. Preschool years are when individuals first show both multiple mastery behaviors and achievement behaviors. With this in mind, the current research aimed to investigate the following issues: how do preschoolers prepare for an upcoming challenge? Are their preparation behaviors related to their achievement goals, and can be seen as the behavioral manifestation of their achievement goals? Can these behaviors predict their upcoming performance, or utilization deficiency exist in preschoolers’ preparation despite the presence of preparation behaviors?
The current research adopted Atkinson and Litwin’s (1960) ring toss paradigm. Participants’ (age = 4.65-7.04yr., N = 114) baseline tossing ability were first measured. They, then, have five minutes to practice alone for the coming session. They were told that we would like to see how far they could stand and still encircle the target, and if they could do better than their baseline performance in the final session (posttest). The study encoded easy practice, repetitive practice, proximal goal, and distal goal strategies in the preparation session as indexes of preparation behaviors and measured children’s frustration level before using proximal goal strategy. Later on, children demonstrated their improvements in 10 voluntary tosses in the posttest session. And children’s mastery goals and normative goals were measured after the session ends. Simple correlation analyses showed that children with stronger preference for the mastery goal orientation tended not to practice tossing from distances equal to or even simpler than their baseline level, as opposite to children with stronger preference for normative goal orientation. And as partial correlation analyses indicated, after ruling out children’s frustration level, children with stronger preference for normative goal orientation tended not to use proximal goal, which has an intermediate level of challenge, as strategy, . The results mentioned above showed that individual differences in preschooler’s goal orientation could be inferred from the differences in some of their preparation behaviors. In addition, after ruling out children’s baseline performance and total number of tosses, with easy practice, proximal goal, and distal goal strategies as predictors, multiple regression analyses revealed that although using more proximal goal strategy is related to bigger improvement in children’s performances in the preparation session, the improvement in the posttest session is smaller. The current research indicated that behaviors that boosted immediate performance in preparation session were not necessarily beneficial to the performance in the upcoming challenge. Finally, the overall prediction of the four practice strategies in ridge regression analysis indicated that none of the strategies could reach a positive significance. This signified that preschooler’s preparation behaviors may be still characteristic of utilization deficiency.

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