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題名：成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究
書刊名：教育與心理研究
作者：陳嘉成 引用關係
作者(外文)：Chen, Chia-cheng
出版日期：2002
卷期：25(下)
頁次：頁629-656
主題關鍵詞：成就目標；行動控制取向；自我跛足策略；數學能力知覺；Achievement goal；Action control orientation；Self-handicapping strategy；Perceived mathematical competence
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  • 被引用次數被引用次數:期刊(25) 博士論文(4) 專書(0) 專書論文(0)
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  • 共同引用共同引用:202
  • 點閱點閱:55
成就目標理論假定，持精熟目標的學習者會有較佳的學習成就與適應性的行為組型，但是根據行動控制理論的觀點，目標的選擇與是否實際執行仍有一段差距。因此本研究以460名公私立國中學生作為受試樣本，本探討國中學生的成就目標與行動控制策略對學習行為的影響是否有交互作用存在。此外並檢証學生的數學能力知覺在學習數學的過程中所扮演的角色。經由分析結果顯示： （一）以國中生為樣本對「成就目標量表」進行因素分析時，若先設定為抽取出三個因素，則「避免表現目標」這個因素並不明顯；但若設定為抽取兩個因素時，測量學生精熟目標的題目在因素結構上並沒有改變，但測量學生表現目標方面的題目，剛好是由原本三向度架構中的「趨向表現目標」與「避免表現目標」平均分攤。與過去的研究相較之下，研究者認為成就目標應該是隨著就學階段逐漸發展而來的。（二）成就目標與行動控制取向，在學生的數學能力知覺上有顯著的交互作用存在。唯有在精熟目標與行動取向的配合下，學生才會有較高的數學能力知覺。（三）成就目標導向與行動控制取向對數學學期成績卻沒有直接的影響，但是透過數學能力知覺的調節之後（間接效果）卻達到顯著。
With achievement goal theory, the students adopted mastery goals were higher grades reflected their in math GPA and demonstrated adaptive behavior pattern. According to the action control theory view, achievement goals that students pursued were a predecision phase that was not guaranteed when the action came to be executed. The purposes of this study were to explore whether there was an interaction between achievement goal and action control orientation with junior high school students. We also to discuss the role of the perceived mathematical competence in the mathematics learning process. The participants were 460 junior high school students, and we found that (1) The factor of performance-avoidance goal was not salient in our research as three factors were defined to be extracted by factor analysis. However, when we defined to extract two factors, the performance-avoidance and performance-approach goals were combined into the same factor with equal items, while the factor of mastery goal was the same as the trichotomous goals framework. By comparison with other research, we proposed that the goal students adopted came from a developmental process. (2) The interaction between achievement goal and action control orientation was verified ; the students with mastery goals and action orientation but stated orientation were perceived to have higher mathematical competence. (3) Perceived mathematical competence ahs a significant indirect effect on math GPA as the achievement goal and action control orientation had no direct effect on the math GPA.
期刊論文
1.陳淑美(1998)。數學焦慮症新解藥。臺灣光華雜誌，23(7)，84-92。  延伸查詢new window
2.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
3.程炳林(20000200)。行動或狀態導向、目標層次、工作複雜度對國中生行動控制策略與工作表現之影響。教育心理學報，31(2)，85-104。new window  延伸查詢new window
4.Kimble, C. E.、Kimble, E. A.、Croy, N. A.(1998)。Development of self-handicapping tendencies。The Journal of Social Psychology，138(4)，524-534。  new window
5.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
6.Fox, K.、Goudas, M.、Biddle, S.、Duda, J.、Armstrong, N.(1994)。Children's task and ego goal profiles in sport。British Journal of Educational Psychology，64(2)，253-261。  new window
7.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
8.Midgley, C.、Anderman, E.、Hicks, L.(1995)。Differences between elementary and middle school teachers and students: A goal theory approach。Journal of Early Adolescence，15(1)，90-113。  new window
9.Wolters, C. A.、Yu, S. L.、Pintrich, P. R.(1996)。The relation between goal orientation and students' motivational beliefs and self-regulated learning。Learning and Individual Differences，8(3)，211-238。  new window
10.Covington, M. V.(2000)。Goal theory, motivation, and school achievement: An integrative review。Annual Review of Psychology，51，171-200。  new window
11.Rhodewalt, Frederick(1994)。Conceptions of Ability, Achievement Goals, and Individual Differences in Self‐Handicapping Behavior: On the Application of Implicit Theories。Journal of Personality，62(1)，67-85。  new window
12.馬信行(19990600)。線性結構模式在教育上的應用及所遭遇之問題。教育與心理研究，22(上)，1-13。new window  延伸查詢new window
13.Anderman, E. M.、Young, A. J.(1994)。Motivation and strategy use in science: Individual differences and classroom effects。Journal of Research in Science Teaching，31(8)，811-833。  new window
14.Midgly, C.、Anderman, E. M.(1997)。Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools。Contemporary Educational Psychology，22(3)，269-298。  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.Jones, E. E.、Berglas, S.(1978)。Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement。Personality and Social Psychology Bulletin，4，200-206。  new window
17.Urdan, Tim、Midgley, Carol、Anderman, Eric M.(1998)。The Role of Classroom Goal Structure in Students' Use of Self Handicapping Strategies。American Educational Research Journal，35(1)，101-122。  new window
18.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
19.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
20.Zimmerman, Barry J.(2000)。Self-efficacy: An essential motive to learn。Contemporary Educational Psychology，25(1)，82-91。  new window
21.Xiang, Ping、Lee, Amelia、Shen, Jianhua(2001)。Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese Students。Contemporary Educational Psychology，26(3)，348-365。  new window
22.Festinger, Leon(1954)。A theory of social comparison processes。Human Relations，7(2)，117-140。  new window
23.程炳林、林清山(19980100)。行動導向量表編製報告。測驗年刊，45(1)，65-81。new window  延伸查詢new window
24.程炳林、林清山(19990700)。國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係。教育心理學報，31(1)，1-35。new window  延伸查詢new window
25.Marsh, H. W.、Hocevar, D.(1985)。Application of Confirmatory Factor Analysis to the Study of Self-Concept: First and Higher Order Factor Models and Their Invariance Across Groups。Psychological Bulletin，97(3)，562-582。  new window
26.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
27.Button, S. B.、Mathieu, J. E.、Zajac, D. M.(1996)。Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation。Organizational Behavior and Human Decision Processes，67(1)，26-48。  new window
28.Duda, Joan L.、Nicholls, John G.(1992)。Dimensions of Achievement Motivation in Schoolwork and Sport。Journal of Educational Psychology，84(3)，290-299。  new window
29.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
30.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
31.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
32.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
33.Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。  new window
34.Covington, Martin V.(1984)。The self-worth theory of achievement motivation: Findings and implications。The Elementary School Journal，85(1)，4-20。  new window
35.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
36.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
37.Miller, S. D.、Meece, J. L.(2001)。A longitudinal analysis of elementary school students' achievement goals in literacy activities。Contemporary Educational Psychology，26(4)，454-480。  new window
38.Solmon, M. A.(1996)。Impact of motivational climate on students' behaviors and perceptions in a physical education setting。Journal of Educational Psychology，88(4)，731-738。  new window
39.嚴正意(1992)。學生怕數學嗎？－數學焦慮問題的探討。國教之友，44(2)，41-48。  延伸查詢new window
40.Thompson, T.(1994)。Self-worth protection: Implication for the classroom。Educational Review，46，259-274。  new window
41.Vlachopoulos, S.、Biddle, S. J. H.(1997)。Modeling the Relation of Goal Orientation to Achievement-Related Affect in Physical Education: Does Perceived Ability Matter?。Journal of Sport & Exercise Psychology，19(2)，169-187。  new window
會議論文
1.陳嘉成、吳靜吉、余民寧、林偉文(1999)。動機氣候量表的修訂結果與其運用含意。杭州。  延伸查詢new window
2.陳嘉成(1999)。高中職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。臺北。new window  延伸查詢new window
3.陳嘉成(2000)。終身學習的教育心理學基礎－三向度成就目標理論的觀點及其對學校教育的啟示。臺北。  延伸查詢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.毛國楠(1995)。比較合作學習、努力分數回饋及常模參照測驗對國中生學習數學科的目標導向、自我調整策略與學業成就之影響。沒有紀錄。  延伸查詢new window
學位論文
1.向天屏(2000)。國中小學生成就目標導向、學習策略、自我跛足策略與學業成就關係之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.張景媛(1994)。國中生數學學習歷程統整模式的驗證及應用：學生建構數學概念的分析及數學文字題教學策略的研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
3.劉士豪(1998)。年齡、性別、成就目標、目標導向與創意生活經驗、創造力之關係(碩士論文)。國立政治大學。  延伸查詢new window
4.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
5.Warden, M. Robert(1991)。Withdrawal of Academic Effort: Implications for Self-handicapping and Self-worth Theories，沒有紀錄。  new window
圖書
1.Covington, M. V.(1998)。The will to learn。The will to learn。New York：Cambridge Univ. Press. Covington。  new window
2.魯燕萍(2000)。學習的紀律。台北：商務印書館。  延伸查詢new window
3.Heckhausen, H.(1991)。Motivation and action。Springer-Verlag。  new window
4.Covington, M. V.(1992)。Making the grade: A self-worth perspective on motivation and school reform。New York, NY：Holt, Rinehart, & Winston：Cambridge University Press。  new window
5.Maehr, M. L.、Midgley, C.(1996)。Transforming school culture。Boulder, CO：Westview Press。  new window
6.Weiner, B.(1992)。Human motivation: Metaphors, theories, and research。SAGE。  new window
7.McClelland, D. C.、Atkinson, J. W.、Clark, R. A.、Lowell, E. L.(1953)。The Achievement motive。Appleton-Century-Crofts。  new window
8.Eisenbeiser, T.、Kuhl, J.(1986)。Mediating vs. mediating cognition in human motivation: Action control inertial motivation, and the alienation effect。Motivation, thought, and action。NY。  new window
9.Ames, C.(1992)。Achievement goals, motivational climate and the motivational process。Motivation in sport and exercise。Illinois。  new window
10.陳嘉成(2001)。提昇學習動機的環境機制－成就目標理論的應用與啟示。香港教育系列三：青少年成長與家庭、社會和學校教育「學術編」。香港。  延伸查詢new window
單篇論文
1.吳靜吉，林偉文，劉士豪(1998)。成就目標量表的建立與修訂。  延伸查詢new window
其他
1.余民寧，吳靜吉，陳嘉成，林偉文(1999)。數學能力知覺量表的建立與修訂，0。  延伸查詢new window
2.吳靜吉，劉佩雲，陳麗芬(1994)。行動控制量表的建立與修訂，0。  延伸查詢new window
3.陳昭地(2000)。我國國中生數理科表現最新世界排名，0。  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.Pintrich, P. R.、Garcia, T.(1991)。Students goal orientation and self-regulation in the college classroom。Advances in motivation and achievement: Goals and self-regulatory processes。Greenwich, CT：JAI Press。  new window
3.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
4.Wood, J. V.、Taylor, K. L.(1991)。Serving Self-relevant Goals through Social Comparison。Social Comparison: Contemporary Theory and Research。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
5.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
6.Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。  new window
7.Ames, C.(1992)。Achievement goals and the classroom motivational climate。Student perceptions in the classroom。Lawrence Erlbaum Associates。  new window
8.楊中芳(19910000)。試論中國人的「自己」：理論與研究方向。中國人．中國心：人格與社會篇。臺北：遠流。new window  延伸查詢new window
9.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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