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題名：多重目標導向、動機問題與調整策略之交互作用
書刊名：師大學報. 教育類
作者：程炳林 引用關係
作者(外文)：Cherng, Biing-lin
出版日期：2002
卷期：47:1
頁次：頁39-58
主題關鍵詞：目標導向；自我調整學習；調整策略；行動控制；Goal orientation；Self-regulated learning；Regulated strategy；Action control
原始連結：連回原系統網址new window
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　　　　　自我調整學習的研究已經證實一個自我調整的學習者會根據情境的特性與需求選擇調整策略，但是研究者至今仍未探討這種特徵是否會隨著學習者個人特質的不同而改變。最近的修正目標理論發現學習者可以同時持有多重目標導向，而學習者的多重目標導向會影響其學習歷程。但是同樣也沒有研究探討各種多重目標導向者在面對不同情境時其調整行為的變化情形。本研究試圖整合最近自我調整學習和目標導向研究的趨勢，探討四種多重目標導向學習者的調整行為是否會隨著動機問題的不同而改變。受試者共有114位大學生，使用的測量工具是研究者自編的目標導向量表及調整策略開放式量表。研究結果顯示：(一)高精熟/高趨向表現目標導向的受試者使用最多的調整策略，低精熟/低趨向表現目標導向的學習者最少使用調整策略。(二)當學習者面對困難的學習材料時他們會使用最多的調整策略。(三)大學生自陳使用最多的調整策略是訊息處理策略，其次是行動控制策略，後設認知策略的使用頻率最低。(四)學習者視情境需求選擇調整策略的行為會隨著他們所持的多重目標導向而改變。持高精熟/高趨向表現目標的學習者最符合們我調整學習者的特徵，他們能視情境的特性與需求來使用調整策略；持高精熟/低趨向表現目標的學習者在面對困難及無聊的教材時都能視情境特性使用調整策略，但是當面對不重要的教材時他們比較無法展現適當的調整行為；持低精熟/高趨向表現目標的學習者面對困難的教材時同樣能視情境的特性使用調整策略，但是在遭遇教材是不重要及無聊的時候比較不能顯現適當的調整行為；而持低精熟/低趨向表現目標的學習者是典型的「非自我調整者」，他們不僅很少使用策略，同時無法視情境的特性與需求來使用調整策略。本研究根據研究結果在理論、研究及教學介入上的涵義進行討論，並提出未來研究上的建議。
　　　　　The research on self-regulated learning has supported the view that self-regulated learners adapted their strategy use to fit situational demands. Much of this research has examined this view without consideration of mediating role of learners' characters between contexts and regulated strategies. The current study of revised goal theory has addressed the role of multiple goals and linked them to students' self-regulated learning. Researchers of goal theory have no gave attention to how multiple goals mediate the interaction between learning contexts and self-regulated behaviors. This study was an attempt to integrate research of revised goal theory and self-regulated learning and to test interaction among multiple goals, motivational problems, and students' regulated strategies. The participants were 114 college students from two classes. The instruments employed in this study were Goal Orientation Scale and Regulated Strategies Open-ended Questionnaire made by the author. Results showed that (a) the high-mastery/high-performance group reported the most strategies use and the low-mastery/low-performance group reported the least strategies use; (b)when faced with difficult material, subjects used more self-regulated learning strategies than faced with boring and no important course material; (c)the information-processing strategies was more frequently described by students; (d)there were significant three-way interaction among multiple goals, motivational problems, and students' use of regulated strategies. The high-mastery/high-performance group exhibited the most adaptive self-regulated learning pattern than the other groups. These students' reported use of regulated strategies varied across different situational demands. Students with high-mastery/low-performance goal orientation were more adaptive regulated behaviors in response to material described as difficult and boring, but these students were les adaptive self-regulated learning behaviors when faced with no important course material. When faced with no important and boring course material, the low-mastery/high-performance group could not reveal the adaptive self-regulated learning pattern. These students revealed more adaptive self-regulated behaviors only when faced with difficult course material. Finally, the low-mastery/low-performance students' use of strategies couldn't vary across different motivational problems, these students are no on an adaptive pattern in self-regulated learning. Implications for theory, research, and teaching intervention are discussed.
期刊論文
1.陳嘉成(20010600)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究，24(上)，167-189。new window  延伸查詢new window
2.Pintrich, P. R.、Smith, D.A.F.、Garcia, T.、Mckeachie, W. J.(1987)。Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)。Educational and Psychological Measurement，53(3)，801-813。  new window
3.Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。  new window
4.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
5.Midgley, C.、Kaplan, A.、Middleton, M.、Maehr, M. L.、Urdan, T.、Anderman, E.、Roeser, R.、Anderman, L. H.(1998)。The development and validation of scales assessing students' achievement goal orientations。Contemporary Educational Psychology，23(2)，113-131。  new window
6.Wolters, C. A.、Pintrich, P. R.(1998)。Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms。Instructional Science，26(1/2)，27-47。  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.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
9.Pintrich, P. R.(1999)。Taking Control of Research on Volitional Control: Challenges for Future Theory and Research。Learning and Individual Differences，11(3)，335-355。  new window
10.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
11.Rao, N.、Moely, B. E.、Sachs, J.(2000)。Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students。Contemporary Educational Psychology，25(3)，287-316。  new window
12.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
13.Purdie, N.、Hattie, J.(1996)。Cultural differences in the use of strategies for self-regulated learning。American Educational Research Journal，33(4)，845-871。  new window
14.Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。  new window
15.Harackiewicz, J. M.、Barron, K. E.、Elliot, A. J.(1998)。Rethinking achievement goals: When are they adaptive for college students and why?。Educational Psychologist，33(1)，1-21。  new window
16.Nicholls, J. G.、Cheung, P.、Lauer, J.、Patashnick, M.(1989)。Individual differences in academic motivation: Perceived ability, goals, beliefs, and values。Learning and Individual Differences，1，63-84。  new window
17.毛國楠、程炳林(19930700)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。new window  延伸查詢new window
18.Chen, C.、Stevenson, H. W.(1995)。Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East-Asian High school students。Child Development，66(4)，1215-1234。  new window
19.Blumenfeld, P. C.(1992)。Classroom Learning and Motivation: Clarifying and Expanding Goal Theory。Journal of Educational Psychology，84(3)，272-281。  new window
20.Zimmerman, Barry J.、Martinez-Pons, M.(1988)。Construct validation of a strategy model of student self-regulated learning。Journal of Educational Psychology，80(3)，284-290。  new window
21.Pintrich, Paul R.(2000)。Multiple goals, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology，92(3)，544-555。  new window
22.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
23.Zimmerman, Barry J.、Martinez-Pons, Manuel(1990)。Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use。Journal of Educational Psychology，82(1)，51-59。  new window
24.Boekaerts, M.(1999)。Self-regulated learning: Where we are today?。International journal of educational research，31(6)，445-457。  new window
25.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
26.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
27.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
28.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
29.Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology，72(1)，218-232。  new window
30.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
31.Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A school-wide approach。Educational Psychologist，26(3)，399-427。  new window
32.Corno, Lyn(1993)。The Best-Laid Plans: Modern Conceptions of Volition and Educational Research。Educational Researcher，22(2)，14-22。  new window
33.Zimmerman, B. J.、Martinez-Pons, M.(1986)。Development of a structured interview for assessing student use of self regulated learning strategies。American Educational Research Journal，23(4)，614-628。  new window
34.Pintrich, Paul R.(1999)。The role of motivation in promoting and sustaining self-regulated learning。International journal of educational research，31(6)，459-470。  new window
35.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
36.Weir, C.、Harpster, L.、Sansone, C.、Morgan, C.(1992)。Once a boring task always a boring task? Interest as a self-regulatory mechanism。Journal of Personality and Social Psychology，63，379-390。  new window
37.Ziegler, A.、Heller, K. A.(2000)。Approach and Avoidance Motivation as Predictors of Achievement Behavior in Physics Instructions among Mildly and Highly Gifted Eighth-grade Students。Journal for the Education of the Gifted，23(4)，343-359。  new window
會議論文
1.Gordon, W. I.、Lindner, R. W.、Harris, B. R.(1996)。A factor analytic study of the Self-Regulated Learning Inventory。The Annual Meeting of the American Educational Research Association。  new window
2.Vermunt, J. D. H. M.(1989)。The interplay between internal and external regulation of learning, and the design of process-oriented instruction。Madrid, Spain。  new window
研究報告
1.林清山、程炳林(1997)。國中生學習行動控制模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：NSC 86-2413-H003-010-G10)。行政院國家科學委員會。  延伸查詢new window
2.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.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
1.Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。  new window
2.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
圖書論文
1.Winne, P. H.、Perry, N. E.(2000)。Measuring self-regulated learning。Handbook of self-regulation: Theory, research and applications。Academic Press。  new window
2.Brown, Ann L.、Bransford, J. D.、Ferrara, R. A.、Campione, J. C.(1983)。Learning, Remembering and Understanding。Handbook of child psychology: formerly Carmichael's Manual of child psychology。New York：John Wiley。  new window
3.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
4.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
5.Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
6.Kuhl, J.(1985)。Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。Springer-Verlag。  new window
7.Elliot, Andrew J.(1997)。Integrating the ''Classic'' and ''Contemporary'' Approaches to Achievement Motivation: A Hierarchical Model of Approach and Avoidance Achievement Motivation。Advances in Motivation and Achievement。Greenwich, CT：JAI Press。  new window
8.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
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