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題名：高中學生之自我效能、成功期望、學習任務價值與動機調整策略之研究
書刊名：中華輔導學報
作者：李旻樺／林清文 引用關係
作者(外文)：Lee, Min-hua／Lin, Chin-wen
出版日期：2003
卷期：14
頁次：頁117-145
主題關鍵詞：自我效能；成功期望；動機調整策略；學習任務價值；Self-efficacy；Expectancy for success；Motivational regulation strategies；Academic task value
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(7) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:205
  • 點閱點閱:206
本研究旨在了解高中學生的動機信念與動機調整策略，進而探討自我效能、成功期望與學習任務價值第三個動機信念與動機調整策略之間的相關情形。研究對象為1,000位高中學生，根據受試者在「動機調整策略量表」、「自我效能量表」、「成功期望量表」、「學習任務價值量表」的得分進行統計分析。 研究結果發現： 一、高中學生廣泛使用種動機調整策略以維持學習動機。其中高三學生會運用更多的動機調整策略，而女生較常使用「精熟興趣提升」和「學習情境與資源安排」兩種動機調整策略。 二、高中學生具有中等以上的自我效能、成功期望以及學習任價值，而高三學生又高於高一、高二學生。 三、高中學生的自我效能、成功期望與學習任價值具有關連性。 四、自我效能、成功期望、學習任務價值等動機信念高的高中學生較傾向使用「進取型」動機調整策略；動機信念低的學生也會使用「保守型」動機調整策略。 本研究針對上述結果加以討論，並提出各項建議供輔導實務與未來研究之參考。
The purposes of this study were to investigate the motivational beliefs and motivational regulation strategies of senior high school students, and to explore the relationships among self-efficacy, expectancy for success, academic task value, and motivational regulation strategies. 1,000 senior high school students completed the Motivational Regulation Strategy Scale, the Self-Efficacy Scale, the Expectancy for success Scale, and the Academic Task Value Scale. The data was analyzed by applying descriptive statistics, ANOVA, t-test, MANOVA, Pearson’s product-moment correlation, and canonical correlation. The conclusions of the study were as follows: 一、Senior high school students would make use of the five motivational regulation strategies to maintain their persistence at academic tasks. The senior high school students of the third grade would use more academic motivational regulation strategies among three grades in the study. Female students were more likely to report that they would increase their level of motivation by relying on “mastery goal and intrinsic interest promotion” and “environment and resource management”. 二、Senior high school students have medium-high self-efficacy, expectancy for success, and academic task value. Grade differences were found in students’ self-efficacy, expectancy for success, and academic task value. 三、Correlations among students’ self-efficacy, expectancy for success, and academic task value were found significant. 四、The students who had higher self-efficacy, expectancy for success, and academic task value tend to use “aggressive” motivational regulation strategies. And those who had lower motivation beliefs tend to use “conservative” self-control regulation strategies. Based on the above results, discussions and implications were provided for practice of counseling and future research.
期刊論文
1.Wolters, C. A.(1999)。The Relation between High School Students' Motivational Regulation and Their Use of Learning Strategies, Effort, and Classroom。Learning & Individual Differences，11，281-300。  new window
2.Eccles, J. S.、Adler, T.、Meece, J.(1984)。Sex differences in achievement: A test of alternative theories。Journal of Personality and Social Psychology，46(1)，26-43。  new window
3.Riveiro, J. M. S.、Cabanach, R. G.、Arias, A. V.(2001)。Multiple-goal Pursuit and Its Relation to Cognitive, Self-regulatory, and Motivational Strategies。The British Journal of Educational Psychology，71，561-575。  new window
4.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
5.Corno, L.、Kanfer, R.(1993)。The Role of Volition in Learning and Performance。Review of Research in Education，19(1)，301-341。  new window
6.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
7.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
8.Garcia, T.(1995)。The role of motivational strategies in the self-regulation。New Direction for Teaching and Learning，63，29-42。  new window
9.Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。  new window
10.Wigfield, A.、Eccles, J. S.(1992)。The development of achievement task values: A theoretical analysis。Developmental Review，12(3)，265-310。  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.Wigfield, A.、Eccles, J. S.(1994)。Expectancy-Value theory of achievement motivation: A developmental perspective。Educational Psychology Review，6(1)，49-78。  new window
13.Pokay, P.、Blumenfeld, P. C.(1990)。Predicting achievement early and late in the semester: The role of motivation and use of learning strategies。Journal of Educational Psychology，82(1)，41-50。  new window
14.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
15.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
16.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
17.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
18.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
19.VanZile-Tamsen, C.、Livingston, J. A.(1999)。The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students。Journal of College Student Development，40(1)，54-60。  new window
20.Zimmerman, B. J.(1998)。Academic studying and the development of personal skill: A self regulatory perspective。Educational Psychologist，33(2/3)，73-86。  new window
21.張景媛(19920600)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。new window  延伸查詢new window
22.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
23.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
24.Bembenutty, H.(1999)。Sustaining Motivation and Academic Goals: The Role of Academic Delay of Gratification。Learning and Individual Differences，11，233-258。  new window
25.Berndt, T. J.、Miller, K. E.(1990)。Expectancy, value, and achievement in junior high school。Journal of Educational Psychology，82，319-326。  new window
26.McCann, E. J.、Garcia, T.(1999)。Maintaining Motivation and Regulating Emotion: Measuring Individual Differences in Academic Volitional Strategies。Learning and Individual Differences，11，259-279。  new window
學位論文
1.趙柏原(1999)。國中學童自我效能、求助態度與課業求助行爲之相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.黃盛蘭(1999)。高中學生行為困擾問題與求助態度之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.楊百川(2001)。高中生心理需求困擾之評量與調查研究(碩士論文)。國立成功大學。  延伸查詢new window
4.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
5.林宏恩(1990)。高中高職學生不同問題解決能力與其生活適應之差異比較研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.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
圖書
1.Stipek, D. J.(1988)。Motivation to Learn: from Theory to Practice。Motivation to Learn: from Theory to Practice。Englewood Cliffs, NJ：Prentice-Hall, Inc.。  new window
2.Schunk, D. H.(1996)。Learning theories: An educational perspective。Prentice-Hall。  new window
3.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
4.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  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.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
3.Pajares, F.(1997)。Current directions in self-efficacy research。International advances in self research。Greenwich, CT：Information Age。  new window
4.Schunk, D. H.(1989)。Self-efficacy and cognitive skill learning。Research on motivation in education。San Diego, CA。  new window
5.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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