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題名：教室目標結構與國小六年級學生目標取向、自我調節學習之關係研究
書刊名：彰化師大教育學報
作者：謝志偉／吳璧如 引用關係
作者(外文)：Hsieh, Chih-wei／Wu, Pi-ju
出版日期：2003
卷期：4
頁次：頁75-96
主題關鍵詞：自我調節學習；目標取向；教室目標結構；階層線性模式；Self-regulated learning；Classroom goal structure；Goal orientations；HLM
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(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:248
  • 點閱點閱:31
本研究旨在探討教室目標結構與國小六年級學生目標取向、自我調節學習間之關係。為達成研究目的，本研究採用問卷調查法，以中部六縣市公私立小學六年級學生457人、導師18人為研究樣本，以自編之「國小教師目標取向量表」、「國小學生目標取向量表」、「國小學生數學科自我調節學習量表」為研究工具；在資料處理方面，利用敘述統計、獨立樣本t考驗、單因子變異數分析、多元迴歸分析、階層線性模式等方法進行統計處理。 本研究結果指出：1. 目前國小六年級學生多能使用自我調節學習策略；2. 不同性別國小六年級學生在自我調節學習能力上並無顯著差異；3. 國小學生學習目標取向能正向預測自我調節學習能力；4. 不同目標取向型態學生之自我調節學習能力有顯著差異；5. 不同班級學生自我調節學習能力間有顯著差異；6. 不同班級「學習目標取向影響自我調節學習程度」之平均數差異、教師表現目標取向對「學生學習目標取向影響自我調節學習程度」之影響、及教師表現目標取向對「學生表現目標取向影響自我調節學習程度」之影響等皆達顯著。
The purpose of this research was to examine the relationships of classroom goal structure, goal orientations to self-regulated learning among 6th grade students, Four hundred and fifty seven sixth grade students and 18 primary school teachers in the middle area of Taiwan, responded to a set of instruments. The descriptive statistics, t-test, one-way ANOVA, multiple regression, and Hierachical Linear Model were the methods used to analyze the data. The results of this study indicated that most of sixth grade students can use self-regulated learning strategies to help learning. Students' gender doesn't significantly affect their self-regulated learning. Students' learning goal orientation was a significant predicator for their self-regulated learning, but not performance goal orientation. Students' self-regulated learning was affected significantly by their goal orientation patterns. Students' self-regulated learning was different significantly among different classrooms. Teachers' performance goal orientation affected the relationships between students' learning goal orientation and self-regulated learning significantly. Teachers' performance goal orientation affected the relationships between students' performance goal orientation and self-regulated learning significantly.
期刊論文
1.Meece, J. L.、Holt, K.(1993)。A pattern analysis of students' achievement goals。Journal of Educational Psychology，85(4)，582-590。  new window
2.魏麗敏、黃德祥(20010900)。國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究。中華輔導學報，10，63-118。new window  延伸查詢new window
3.林邦傑(19950100)。我國國小、國中、高中學生學習及讀書策略之比較分析。測驗年刊，42，349-370。new window  延伸查詢new window
4.Patrick, H.、Ryan, A. M.、Pintrich, P. R.(1999)。The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning。Learning and Individual Differences，11(2)，153-171。  new window
5.Patrick, H.、Anderman, L. H.、Ryan, A. M.、Edelin, K. C.、Midgley, C.(2001)。Teachers' communication of goal orientations in four fifth-grade classrooms。The Elementary School Journal，102(1)，35-58。  new window
6.Ryan, R. M.、Deci, E. L.(1996)。When paradigms clash: Comments on Cameron and Peirce's claim that rewards do not undermine intrinsic motivation。Review of Educational Research，66，33-38。  new window
7.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
8.Standage, M.、Treasure, D. C.(2002)。Relationship among achievement goal orientations and multi-dimensional situational motivation in physical education。British Journal of Education Psychology，72，87-103。  new window
9.Kaplan, A.、Midgley, C.(1999)。The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies。Learning and Individual Differences，11(2)，187-213。  new window
10.Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology，94(1)，88-106。  new window
11.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
12.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
13.Graham, S.、Golan, S.(1991)。Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing。Journal of Educational Psychology，83(2)，187-194。  new window
14.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
15.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
16.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
17.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
18.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
19.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
20.Schunk, Dale H.、Zimmerman, Barry J.(1997)。Social origins of self-regulatory competence。Educational Psychologist，32(4)，195-208。  new window
21.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
22.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
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.魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
3.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.Pintrich, P. R.、Schrauben, B.(1992)。Students' motivational beliefs and their cognitive engagement in classroom academic tasks。Student Perceptions in the Classroom: Causes and Consequence。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
3.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
 
 
 
 
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