成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色_

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題名：	成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色
書刊名：	國立臺北師範學院學報. 教育類
作者：	施淑慎
作者(外文)：	Shih, Shu-shen
出版日期：	2004
卷期：	17:1
頁次：	頁355-377
主題關鍵詞：	成就目標；自我效能；學習策略運用；考試焦慮；Achievement goals；Self-efficacy；Study strategy use；Test anxiety
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(13) 博士論文(3) 專書(0) 專書論文(0) 排除自我引用:13 共同引用:6 點閱:99

　　　　　本研究探討在控制自我效能此一變因後，成就目標對學童使用認知與後設認知策略情形的預測作用；同時檢驗這些策略的使用是否為成就目標與考試焦慮關係間的中介變項。本研究採取問卷調查法，以兩百六十一位國小六年級學童為研究對象，測量其成就目標、認知與後設認知策略的使用、自我效能、以及考試焦慮，並根據多元迴歸分析之結果，對上述變項進行路徑分析。研究結果顯示雖然精熟目標能正向預測認知與後設認知策略的使用，此一目標對考試焦慮並無顯著的預測作用。另一方面，「避免的表現目標」能正向預測考試焦慮，而自我效能則是對考試焦慮具負向預測作用。此外，認知與後設認知策略二者為自我效能與考試焦慮關係間的中介變項；至於「避免的表現目標」與考試焦慮之間則只有後設認知策略為其中介因素。文末並根據研究所得，討論影響學童考試焦慮程度的因素，以及教師可以採用哪些方式以降低考試焦慮的程度。

以文找文

　　　　　The present study examined achievement goals as predictors of cognitive/metacognitive strategy use, while controlling for self-efficacy and test study strategies as mediators of the relationship between achievement goals and test anxiety within the Taiwanese classroom. Two hundred and sixty-one sixth graders participated in the study. A self-report measure of student achievement goals, cognitive/metacognitive strategy use, self-efficacy, and test anxiety was administered. The findings revealed that while mastery goals positively predicted cognitive as well as metacognitive strategy use, they were not significant predictors of test anxiety. On the other hand, performance-avoidance goals positively predicted test anxiety and self-efficacy was a negative predictor of test anxiety. Both cognitive and metacognitive strategies mediated the relationship between self-efficacy and test anxiety. In terms of the relationship between performance-avoidance goals and test anxiety, only metacognitive strategies played the mediating role. The factors contributing to Taiwanese students’ reported test anxiety and the implications for teacher practices are discussed.

以文找文

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圖書
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其他
1.	Yang, L. Z. P.(1988)。Development and application of a communicative theory based model for evaluating junior high EFL teaching materials in the Republic of China(No.8902606)。
2.	Chang, S. F.(1999)。Learning motivation in a junior high school EFL context in Taiwan(No. 9942902)。

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