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題名：國中生數學科學習之目標導向、社會比較、自我效能與課業壓力關係研究
書刊名：彰化師大輔導學報
作者：林麗華／林清文 引用關係
作者(外文)：Lin, Li-hua／Lin, Ching-wen
出版日期：2003
卷期：25
頁次：頁87-132
主題關鍵詞：目標導向；自我效能；自我調整；社會比較；課業壓力；Goal orientation；Self-efficacy；Self-regulation；Social comparison；Academic stress
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(9) 博士論文(1) 專書(0) 專書論文(0)
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本研究旨在瞭解國中學生在數學科的目標導向現況，並採取社會比較理論與自我效能理論模式，探討目標導向與課業壓力的關係，以建立不同目標導向所引領的自我調整課業壓力模式。本研究以問卷調查法，使用「學習目標導向量表」、「社會比較問卷」、「數學科自我效能量表」、「學校情境量表」等工具進行資料蒐集，以分層比例班級隨機抽樣方法得到974份有效樣本。針對受試者在量表上的得分，以描述統計、多變項變異數分析、重覆量數單因子變異數分析、積差相關、多元迴歸分析進行資料分析。研究結果發現如下： 一、國中學生在數學科持偏高的趨成精熟目標與避敗精熟目標，及持平的趨成表現目標與避敗表現目標，且所持有的趨成精熟目標、避敗精熟目標與趨成表現目標、避敗表現目標的差異達顯著水準。結果亦顯示國中學生在追求精熟數學課業的同時，存在趨避衝突的心理困境。 二、男女學生的四類目標導向差異達顯著水準，主要差異在於國中女生追求避敗取向的目標導向顯著高於國中男生。不同年級學生的四類目標導向差異達顯著水準，主要差異在於一年級學生有較高的趨成精熟、避敗精熟及趨成表現目標。整體而言，男生在數學科持有較高趨成導向的目標，女生則持有較高避敗導向的目標，而一年級學生有最高的學習企圖心。 三、國中學生在數學科的三種社會比較方向差異達顯著水準，其中以平行比較為最高，其次為向上比較，顯示國中學生在數學科的學習，更想要了解自我的能力如何，其次為改善自我的知識技能。 四、在目標導向與自我效能的關係方面，自我效能與趨成精熟目標、避敗精熟目標及趨成表現目標的正相關達顯著水準，自我效能與避敗表現目標的負相關達顯著水準，結果亦顯示，趨成取向的目標導向和自我效能有較高的正相關，也就是愈是在課業學習上「追求成功」，愈能增進自我效能感。 五、在目標導向與社會比較的關係方面，趨成精熟目標、避敗精熟目標與向上比較的正相關達顯著水準，趨成表現目標、避敗表現目標與平行比較和向下比較的正相關達顯著水準。整體而言，本研究支持Bulter對目標導向與比較動機的平移關係之看法。 六、在自我效能與社會比較的關係方面，自我效能與向上比較、平行比較的正相關達顯著水準，顯示國中學生透過向上比較與平行比較以維持、增進自我效能。 七、在多元迴歸方面，「趨成精熟目標」、「避敗表現目標」、「向下比較」、「自我效能」等四個預測變項能顯著解釋課業壓力總變異量的20.60%。 本研究針對以上結果加以討論，及根據變項間的相關分析及多元迴歸分析，建立以四個目標導向引領的課業壓力調整模式，並提供建議以做為學校教育、輔導工作及未來研究的參考依據。
The purposes of this study were to understand junior high school student's goal orientation in mathematics and the relationship between goal orientation and academic stress by joining social comparison theory and self-effcacy theory, and to establish self-regulation models of academic stress guided by four goal orientations. This study was a survey study. 976 subjects were sampled randomly with stratified cluster to complete the questionnaire, which including The Academic Goal Orientation Sca1e, The Social Comparison Questionnaire, The Math Self-Efficacy Scale and The School Situation Scale. Data obtained in this study was analyzed by applying descriptive statistics, MANOVA, ANOVA with repeated measure, Pearson's product-moment correlation and multiple regression analyses. The findings of this study were as follows: (1) Jonior high school students' mastery-approach goal and mastery-avoidance goal were both strong, and their performance-approach goal and performance-avoidance goal were both medium. The difference in mastery goal and performance goal was significant. It also indicated junior high school students had approach-avoidance conflict while mastering tasks. (2) Gender differences in goal orientation were found. Girls' score was higher than boys' on avoiding-failure beliefs. Different grades on goal orientations had significantly difference. The 1st-grade students' mastery-approach goal, mastery-avoidance goal and performance­approach goal were the strongest. In whole, boys' approaching-success beliefs and girls' avoiding-failure beliefs were strong in mathematics. The 1st-grade students' learning intention was the strongest. (3) Social comparison processes differences were found. The highest was lateral comparison and the next was upward comparison. It showed students had the highest motivation to self-assess and the next motivation to self-improvement. (4) Self-efficacy was positively associated with three goa1s: mastery-approach, mastery­avoidance and performance-approach goa1s, but it was negatively associated with performance-avoidance goal. It also showed the more approaching success beliefs student adopt, the higher self-efficacy they had. (5) Both mastery-approach and mastery-avoidance mastery goals were positively associated with upward comparison, and both performance-approach and performance-avoidance goal were positively associated with both downward comparison and latera1 comparison. In whole, it supported Bulter' views about the parallel between goa1 orientation and the motivations for social comparison. (6) Self-efficacy was positively associated with both upward and lateral comparison. It indicated students maintain or enhance their self-efficacy by both upward and lateral comparison. (7) Results of multiple regression analyses supported academic stress which could be predicted 22.60 % by the factors such as mastery-approach goal, performance- avoidance goal, self-efficacy and downward comparison. Based on the correlations of variables and results of multiple regression analyses, the study established self-regulation models of academic stress guided by four goal orientations. Implications of these results were discussed and suggestions for future research were also given.
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.鄭芬蘭、林清山(19970900)。目標導向因果模式之驗證。教育心理學報，29，215-232。new window  延伸查詢new window
3.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
4.Gottfried, Adele E.(1990)。Academic intrinsic motivation in young elementary school children。Journal of Educational Psychology，82(3)，525-538。  new window
5.Midgley, C.、Kaplan, A.、Middleton, M. J.(2001)。Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?。Journal of Educational Psychology，93(1)，77-86。  new window
6.Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。  new window
7.Skaalvik, E. M.(1997)。Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety。Journal of Educational Psychology，89(1)，71-81。  new window
8.Elliott, E. S.、Dweck, C. S.(1988)。Goals: An Approach to Motivation and Achievement。Journal of Personality and Social Psychology，54(1)，5-12。  new window
9.Zimmerman, Barry J.(2000)。Self-efficacy: An essential motive to learn。Contemporary Educational Psychology，25(1)，82-91。  new window
10.楊文金(19961200)。比較、社會比較、與科學學習的動機。科學教育月刊，195，2-15。  延伸查詢new window
11.Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
12.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
13.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
14.Barron, K. E.、Harackiewicz, J. M.(2001)。Achievement goals and optimal motivation: Testing multiple goal models。Journal of Personality and Social Psychology，80(5)，706-722。  new window
15.Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance motivation。Journal of Personality and Social Psychology，72，218-232。  new window
16.黃德祥(19920600)。國中班級社會比較之研究。輔導學報，15，17-41。new window  延伸查詢new window
17.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.王文琪(1995)。國中生學習困難、學習壓力、社會支持與生活適應的關係(碩士論文)。國立政治大學，台北市。  延伸查詢new window
2.黃玉真(1994)。國中資優學生與普通學生學校生活壓力、因應行為及學校適應之比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.何茉如(1998)。國中生幽默感對於生活壓力、身心健康調節作用之研究(碩士論文)。國立師範大學。  延伸查詢new window
4.曾清一(1999)。教師教學信念、學生主觀知覺對學生學校適應之預測模式研究--階層線性模式分析(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.陳柏齡(2000)。國中生生活壓力、失敗容忍力與憂鬱傾向之關係研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.王振宇(2000)。國中學生學習適應統整模式之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
7.郭靜姿(1986)。壓力調適對於國中資優學生及前段班學生心理適應之影響(碩士論文)。國立臺灣師範大學，台北市。  延伸查詢new window
8.陳佳琪(2001)。青少年生活壓力、家庭氣氛與偏差行為之關係研究(碩士論文)。彰化師範大學。  延伸查詢new window
9.鄭照順(1997)。高壓力青少年所知覺的家庭、社會支持及其因應效能之研究(博士論文)。國立政治大學，高雄市。new window  延伸查詢new window
10.羅婉麗(2001)。國中小學生生活適應之訪談、評量與調查研究(碩士論文)。國立成功大學。  延伸查詢new window
11.蘇彙珺(1998)。社會支持、自我效能與國中學生壓力因應歷程中認知評估及因應策略的相關研究(碩士論文)。國立師範大學。  延伸查詢new window
12.陳嘉成(1999)。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機和數學成就之關係(博士論文)。國立政治大學。new window  延伸查詢new window
13.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
14.王慧婕(2000)。國中學生數學自我效能、目標導向及課室環境知覺與學業尋助之相關研究(碩士論文)。彰化師範大學，彰化市。  延伸查詢new window
15.鄭芬蘭(1995)。目標導向因果模式之驗證暨目標導向教學實驗方案之效果研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
16.蔡嘉慧(1998)。國中生的社會支持，生活壓力與憂鬱傾向之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
17.王蓁蓁(2000)。台北縣國中生之壓力源、因應方式與生活適應之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
18.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
19.李欣瑩(2001)。桃園市國中生主觀生活壓力、社會支持、因應行為與身心健康之關係研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
20.柯文淳(2001)。國中小學生成就目標導向、學習策略與學業成就之相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Heppner, P. Paul、Wampold, Bruce E.、Kivlighan, Dennis M. Jr.、劉淑慧、田秀蘭、陳淑琦、張勻銘、黃莉惟、廖書瑾、陳慧甄(2009)。諮商研究法。台北：學富。  延伸查詢new window
2.張春興(1997)。現代心理學。臺北：東華書局。  延伸查詢new window
3.Shaffer, D. R.、林翠湄、蘇建文(1995)。社會與人格發展。臺北：心理圖書。  延伸查詢new window
4.Schunk, D. H.(1996)。Learning theories: An educational perspective。Prentice-Hall。  new window
其他
1.行政院主計處(2002)。中華民國台灣地區青少年狀況調查報告。  延伸查詢new window
2.吳靜吉(1984)。壓力。  延伸查詢new window
3.李美娟(2001)。國小學童對輔導需求之調查研究--以高年級學童為例。  延伸查詢new window
4.林清文(2001)。課業學習自我調整模式在學生課業學習輔導上的擴展。  延伸查詢new window
5.林銘宗(1998)。國小六年級學童的課業壓力、因應方式及社會支持之研究。  延伸查詢new window
6.施佩芳(2000)。國小學童A型行為、導師權力類型與學校壓力之相關研究。new window  延伸查詢new window
7.涂柏原(1997)。國三學生生活壓力、自我強度與學業成就之因果模式。  延伸查詢new window
8.徐富珍(1997)。社會比較的效果：對個人情感、認知及行為之影響研究。  延伸查詢new window
9.教育部統計處(2002)。89年全省國中學校概況。  延伸查詢new window
10.曾憲政(1997)。課程改革、教育改革的軟體工程。  延伸查詢new window
11.黃德祥(1994)。社會比較理論在諮商輔導上的應用。new window  延伸查詢new window
12.蔡佩芬(1997)。青少年精神分裂症病患壓力源，因應行為及生活適應相關探討。  延伸查詢new window
13.Ames, C.(1992)。Classrooms: Goal, structures, and student motivation。  new window
14.Bunnk, B. P.(1990)。The affective consequences of social comparison: either direction has its ups and downs。  new window
15.Chemers, M. M.(2001)。  new window
16.Covington, M. V.(1984)。The motivations for self-worthy。  new window
17.Dowson, M.(2001)。Psychological parameters of students’ and work avoidance Goal: A qualitative investigation。  new window
18.Elliot, A. J.(1999)。Test anxiety and the hierarchical model of approach and avoidance motivation。  new window
19.Harackiewicz, J. M.(1991)。Goal and intrinsic motivation: You can get there from here。  new window
20.Pintrich, P. R.(2000)。Multiple Goal, Multiple Pathways: The role of goal orientation in learning and achievement。  new window
21.Taylor, S. E.(1996)。Social comparison, self- regulation, and motivation。  new window
22.Turner, J. C.(1998)。Student report of motivation and negative affect: A theoretical and empirical analysis。  new window
23.Vrugt, A.(1994)。Perceived self-efficacy, social comparison, affective reactions and academic performance。  new window
圖書論文
1.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
2.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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