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題名：大學生之目標取向、學習策略與學習成就之關係
書刊名：大葉學報
作者：林啟超 引用關係／謝智玲
作者(外文)：Lin, Chi-chau／Hsieh, Chih-ling
出版日期：2003
卷期：12:2
頁次：頁123-136
主題關鍵詞：目標取向；學習策略；自我設限；學習成就；Goal orientation；Learning strategy；Self-handicapping；Achievement
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(6) 博士論文(3) 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:145
  • 點閱點閱:76
　　　　　本研究旨在探討成就目標取向對大學生在學習策略和學習成就之關係，以及目標取向和學習策略對學習成就之預測性。本研究以九個「普通心理學」班級的學生為研究對象，學生共三百三十人。主要的研究結果顯示：（1）持高精熟/高趨向者會使用較佳的激勵學習策略。（2）持高逃避者會使用較多自我設限策略。（3）女學生在訊息處理與後設認知策略方面優於男學生。（4）管理學院學生有著最佳的自我效能。（5）女生在學習成就上優於男生。（7）外語學院的學生有著最高的學習成就。（8）「逃避表現」、「精熟目標」能顯著預測大學生之自我設限策略；而訊息處理策略則能有效預測學生的學習成就。
　　　　　The purpose of this study was to investigate the effects of college students’ goal orientation on learning strategies and academic achievement and also to test goal orientations and learning strategies to predict academic achievement. Three hundred thirty college students from nine classes participated in this study. The results showed: (1) Students with high mastery/high performance-approach goal orientation tended to use better motivated learning strategies than students with other orientations. (2) Students with high performance-avoidance goal orientation tended to use more self-handicapping strategies than students with other orientations. (3) Female students used better learning strategies in both cognition and metacognition than male students. (4) Students from the School of Management had the best self-efficacy. (5) Women had better academic achievement than men. (7) Students from the School of Foreign Languages had better academic achievement than others. (8) Performance-avoidance and mastery goals can predict students’ use of self-handicapping strategies. And cognition strategies can predict students’ academic achievement.
期刊論文
1.Ley, K.、Young, D. B.(1998)。Self-Regulation Behaviors in Underprepared (Developmental) and Regular Admission College Students。Contemporary Educational Psychology，23(1)，42-64。  new window
2.Ainley, M. D.(1993)。Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement。Journal of Educational Psychology，85(3)，395-405。  new window
3.Lent, R. W.、Brown, S. D.、Larkin, K. C.(1984)。Relation of self-efficacy expectations to academic achievement and persistence。Journal of Counseling Psychology，31(3)，356-362。  new window
4.Schraw, G.、Horn, C.、Thorndike-Christ, T.、Bruning, R.(1995)。Academic goal orientations and student classroom achievement。Contemporary Educational Psychology，20(3)，359-368。  new window
5.Greene, B. A.、Miller, R. B.(1996)。Influence on achievement. Goals, perceived ability, and cognitive engagement。Contemporary Educational Psychology，21，181-192。  new window
6.Midgley, C.、Urdan, T.(1995)。Predictions of middle school students' use of self-handicapping strategies。Journal of Early Adolescence，15(4)，389-411。  new window
7.徐新逸、黃麗鈴(19991200)。高中生學業成就自我效能與學業成就表現之探討：影響自我效能因素與成就表現相關研究。教育與心理研究，22(下)，267-294。new window  延伸查詢new window
8.Berglas, Steven、Jones, Edward E.(1978)。Drug choice as a self-handicapping strategy in response to noncontingent success。Journal of Personality and Social Psychology，36(4)，405-417。  new window
9.Meece, J. L.、Holt, K.(1993)。A pattern analysis of students' achievement goals。Journal of Educational Psychology，85(4)，582-590。  new window
10.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
11.Harackiewicz, Judith M.、Thrash, Todd M.、Elliot, Andrew J.、Pintrich, Paul R.、Barron, Kenneth E.(2002)。Revision of Achievement Goal Theory: Necessary and Illuminating。Journal of Educational Psychology，94(3)，638-645。  new window
12.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
13.Zuckerman, Miron、Kieffer, Suzanne C.、Knee, C. Raymond(1998)。Consequences of self-handicapping: Effects on coping, academic performance and adjustment。Journal of Personality and Social Psychology，74(6)，1616-1628。  new window
14.洪寶蓮(1992)。我國大學生學習狀況之調查研究。測驗與輔導，115，2235-2341。  延伸查詢new window
15.Ames, C.(1992)。Classroom: Goals, structure, and students' motivation。Journal of Educational Psychology，84，261-267。  new window
16.Bouffard, T.、Boisvet, J.、Vezeau, C.、Larouche, C.(1995)。The impact of goal orientation of self-regulation and performance among college students。British Journal of Educational Psychology，65(3)，317-329。  new window
17.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
18.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
19.Dweck, C. S.(1992)。The study of goals in psychology。Psychological Science，3(3)，165-167。  new window
20.Weinstein, C. E.(1982)。Training Students to Use Elaboration Learning Strategies。Contemporary Educational Psychology，7(4)，301-311。  new window
21.Nolen, S. B.(1988)。Reasons for studying: Motivational orientations and study strategies。Cognition and Instruction，5(4)，269-287。  new window
22.Middleton, M. J.、Midgley, C.(1997)。Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory。Journal of Educational Psychology，89(4)，710-718。  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.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
25.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
26.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
27.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
28.Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。  new window
29.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
30.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
31.Elliot, A. J.、Harackiewicz, J. M.(1996)。Approach and Avoidance Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70，461-475。  new window
32.Watkins, D.、Hattie, J.(1981)。The learning processes of Australian University students: Investigations of contextual and personal logical factors。Educational and Psychology Measurement，44(2)，523-525。  new window
會議論文
1.Garcia, T.、Matual, J. S.、Harris, C. L.、Dowdy, K. E.、Lissi, M. R.、Davila, C.、Powdrill, L.(1996)。Predictors of self-handicapping An examination of personal and contextual factors。1996 Annual Meeting of the American Educational Research，(會議日期: April 8-12, 1996)。New York, NY。  new window
2.Mizelle, N. B.(1993)。Middle grade students' motivation processes and use of strategies with expository text。1993 Annual Meeting of the American Educational Research Association，(會議日期: April 12-16, 1993)。Atlanta, GA。  new window
3.Nolen, S. B.(1987)。The hows and whys of studying: The relationship of goals to strategies。1987 Annual Meeting of the American Educational research Association，(會議日期: April 20-24, 1987)。Washington, DC。  new window
學位論文
1.黃玉枝(1991)。國中資優學生與普通學生學習風格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
2.Garcia, T.(1993)。Skill and will for learning. Self-schemas, motivational strategies and slef-regulated learning(博士論文)。University of Michigan，Ann Arbor, MI。  new window
3.張玉茹(1997)。國民中學學生英語學習動機、英語學習策略與英語學習成就相關之研究(碩士論文)。國立高雄師範大學。  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.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
6.許佩玲(1981)。大學生學業成就之預測及其相關的研究(碩士論文)。國立政治大學。  延伸查詢new window
7.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
8.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
9.陳怡君(1994)。臺北區公立高中學生學習策略、學業興趣及性向與英、數兩科學業成就之關係(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
10.盧青延(1993)。我國國民中學補習學校學生學習動機、學習策略與學業成就關係之研究(碩士論文)。國立師範大學，臺北市。  延伸查詢new window
圖書
1.Schunk, D, H.(1996)。Learning theories: An educational perspective。New York：Englewood Cliffs, NJ：Merrill：Macmillan：Prentice-Hall。  new window
2.Midgley, C.、Maehr, M. L.、Hruda, L. Z.、Anderman, E.、Anderman, L.、Gheen, M.、Kaplar, A.、Kumar, R.、Middleton, M. J.、Nelson, J.、Roeser, R.、Urdan, J.、Freeman, K. E.(2000)。Manual for the Patterns of Adaptive Learning Scale。Ann Arbor, MI：University of Michigan。  new window
3.Pintrich, P. R.、Smith, D. A. F.、McKeachie, W. J.(1989)。A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, Michigan：NCPIPTAL, School of Education, The University Michigan。  new window
4.Kirk, R. E.(1982)。Experimental design: Procedures for the behavioral science。Belmont, CA：Pacific Grove, CA：Brooks/Cole Publishing：Brooks/Cole Publishing。  new window
5.Nicholls, John G.(1989)。The competitive ethos and democratic education。Harvard University Press。  new window
6.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
圖書論文
1.Dweck, C. S.、Elliott, E. S.(1983)。Achievement motivation。Handbook of child psychology vol. 4: Socialization, personality, and social development。New York：Wiley。  new window
2.Nicholls, J. G.(1984)。Conception of ability and academic achievement。Research on motivation in education。Hillsdale, NJ：Erlbaum。  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
4.Ames, C.(1992)。Achievement goals and classroom motivation climate。Student perceptions in the classroom。Hillsdale. NJ：Lawrence Erlbaum。  new window
5.Ames, C.(1984)。Competitive, cooperative, and individualistic goal structure A cognitive-motivational analysis。Research on Motivation in Education。New York, NY：Academic Press。  new window
6.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
 
 
 
 
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