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題名：護專學生防禦性悲觀對內外科學習焦慮及精熟投入之作用效果評估
書刊名：中華輔導學報
作者：李介至 引用關係
作者(外文)：Lee, Jie-zhi
出版日期：2005
卷期：18
頁次：頁121-152
主題關鍵詞：護專學生；防禦性悲觀；學習焦慮；精熟投入；Nursing college students；Defensive pessimist；Learning anxiety；Master involvement
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(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:85
  • 點閱點閱:100
本研究根據自我價值觀點，以及護理教育強調的精熟學習特徵，試圖建立一個以護專學生防禦性悲觀策略為中心，並包含學習焦慮、精熟投入與學理成績等相關變項的研究模式。研究對象為411名護專在學學生，經自編「防禦性悲觀量表」、「學習焦慮量表」及「學習投入量表」等量表施測，透過結構方程模式與多重樣本分析後，研究結果顯示：1．本研究所建立的研究模式具有可接受的適配度，可解釋護專學生的觀察資料。2．就不同高低學業自尊者而言，研究模式的徑路效果並不一致，其中防禦反思對學習焦慮的控制效果，以及學習焦慮對學理成績的預測效果並不相同。
According to self-worth theory and the characteristic of nursing education, this study attempted to build a path model including defensive pessimist, learning anxiety and master involvement. Data were collected from 411 students and analyzed by structural equation modeling and simultaneous analysis of several groups. The results of this study were as follows: (1) The research model fitted the observed data well. (2) Relative to low academic self-esteem, high academic self-esteem subjects using defensive reflectivity restrained learning anxiety and involved more effort to get higher grade. Implications for theory, practice and research are discussed.
期刊論文
1.Yamawaki, Niwako N.、Tschanz, Brian T.、Feick, David L.(2004)。Defensive Pessimism, Self-esteem Instability, and Goal Strivings。Cognition & Emotion，18(2)，233-249。  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.Rao, N.、Moely, B. E.、Sachs, J.(2000)。Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students。Contemporary Educational Psychology，25(3)，287-316。  new window
4.李介至(20031200)。班級教室結構對護理科學生成就目標導向、自我調節學習與學業成就之影響。技術及職業教育學報，7，85-98。  延伸查詢new window
5.Boekaerts, M.(1987)。Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition。Communication and cognition，20(2)，207-224。  new window
6.Meltzer, L. J.、Reddy, R.、Pollica, L. S.、Roditi, B.、Sayer, J.、Theokas, C.(2004)。Positive and negative self-perceptions: Is there a cyclical relationship between teachers' and students' perceptions of effort, strategy use, and academic performance?。Learning Disabilities Research & Practice，19(1)，33-44。  new window
7.Peres, C.、Cury, F.、Famose, J.、Sarrazin, P.(2002)。When anxiety is not always a handicap in physical education and sport: Some implications of the defensive pessimism strategy。European Journal of Sport Science，2(1)，1-9。  new window
8.Nicholls, J. G.、Miller, A. T.(1984)。Reasoning about the ability of self and others: A developmental study。Child Development，55，1990-1999。  new window
9.Martin, A. J.、Marsh, H. W.、Williamson, A.、Debus, R. L.(2003)。Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students。Journal of Educational Psychology，95(3)，617-628。  new window
10.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
11.Martin, Andrew J.、Marsh, Herbert W.、Debus, Raymond L.(2001)。Self-Handicapping and Defensive Pessimism: Exploring a Model of Predictors and Outcomes from a Self-Protection Perspective。Journal of Educational Psychology，93(1)，87-102。  new window
12.Urdan, Tim、Midgley, Carol、Anderman, Eric M.(1998)。The Role of Classroom Goal Structure in Students' Use of Self Handicapping Strategies。American Educational Research Journal，35(1)，101-122。  new window
13.李茂能(20030700)。圖解式結構方程模式軟體AMOS之簡介與應用。國民教育研究學報，11，1-39。new window  延伸查詢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.Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology，72(1)，218-232。  new window
16.程炳林(20020400)。多重目標導向、動機問題與調整策略之交互作用。師大學報. 教育類，47(1)，39-58。new window  延伸查詢new window
17.Krejcie, Robert V.、Morgan, Daryle W.(1970)。Determining sample size for research activities。Educational and Psychological Measurement，30(3)，607-610。  new window
18.許麗齡(20010800)。問題導向學習於護理教育上之應用。護理雜誌，48(4)，31-36。new window  延伸查詢new window
19.Martin, A. J.、Marsh, H. W.、Debus, R. L.(2001)。A quadripolar need achievement representation of self-handicapping and defensive pessimism。American Educational Research Journal，38(3)，583-610。  new window
20.Tice, Dianne M.(1991)。Esteem Protection or Enhancement? Self-handicapping Motives and Attributions Differ by Trait Self-esteem。Journal of Personality and Social Psychology，60(5)，711-725。  new window
21.李介至(2004)。護專學生的自我跛足策略及在教學上之啟示。慈濟護理雜誌，3(2)，14-18。  延伸查詢new window
22.劉棻(2003)。全面品質管理在護理教育之應用。長庚護理，14(4)，396-402。new window  延伸查詢new window
23.Dahlback, O.(1990)。Personality and Risk-taking。Personality and Individual Differences，11，1235-1242。  new window
24.Dorman, Jeffrey P.、Adams, Joan E.、Ferguson, Janet M.(2002)。Psychosocial Environment and Student Self-handicapping in Secondary School Mathematics Classes: A Cross-national Study。Educational Psychology，22(5)，499-511。  new window
25.Edwards, John A.、Weary, Gifford、Reich, Darcy A.(1998)。Causal Uncertainty: Factor Structure and Relation to the Big Five Personality Factors。Personality and Social Psychology Bulletin，24(5)，451-462。  new window
26.Eronen, Sanna、Nurmi, Jari-Erik、Salmela-Aro, Katariina(1998)。Optimistic, Defensive-Pessimistic, Impulsive and Self-Handicapping Strategies in University Environments。Learning and Instruction，8(2)，159-177。  new window
27.Harter, S.、Whitesell, N. R.(2003)。Beyond the Debate: Why Some Adolescents Report Stable Self-worth Over Time and Situation, Whereas Others Report Changes in Self-worth。Journal of Personality，71(6)，1027-1058。  new window
28.House, J. Daniel(1997)。The Relationship between Self-beliefs, Academic Background, and Achievement of Adolescent Asian-American Students。Child Study Journal，27(2)，95-110。  new window
29.Norem, J. K.、Cantor, N.(1996)。Defensive Pessimism: Harnessing Anxiety as Motivation。Journal of Personality and Social Psychology，51(6)，1208-1217。  new window
30.Norem, J. K.、Shaun Illingworth, K. S.(1993)。Strategy-dependent Effects of Reflecting on Self and Tasks: Some Implications of Optimism and Defensive Pessimism。Journal of Personality and Social Psychology，65(4)，822-835。  new window
31.Nurmi, Jari-Erik、Aunola, Kaisa、Salmela-Aro, Katariina、Lindroos, Maria(2003)。The Role of Success Expectation and Task-avoidance in Academic Performance and Satisfaction: Three Studies on Antecedents, Consequences and Correlates。Contemporary Educational Psychology，28(1)，59-90。  new window
32.Thompson, T.、Jonathan, H.(2003)。Causal Uncertainty, Claimed and Behavioural Self-handicapping。The British Journal of Educational Psychology，73(2)，247-266。  new window
33.Thompson, T.、Le Fevre, C.(1999)。Implications of Manipulating Anticipatory Attributions on the Strategy Use of Defensive Pessimists and Strategic Optimists。Personality and Individual Differences，26(5)，887-904。  new window
34.Thompson, Ted、Richardson, Anna(2001)。Self-handicapping Status, Claimed Self-handicaps and Reduced Practice Effort Following Success and Failure Feedback。British Journal of Educational Psychology，71，151-170。  new window
35.Thompson, T.(2004)。Re-examining the Effects of Noncontingent Success on Self-handicapping Behaviour。British Journal of Educational Psychology，74(2)，239-260。  new window
36.Weary, G.、Edwards, J. A.(1994)。Individual Differences in Causal Uncertainty。Journal of Personality and Social Psychology，67(2)，308-318。  new window
會議論文
1.林清文(2002)。線性結構方程統計軟體應用。0。  延伸查詢new window
2.Norem, J. K.(1996)。Cognitive Strategies and the Rest of Personality。0。  new window
學位論文
1.Drexler, Lisa P.(1995)。The Affective Consequences of Self-handicapping，0。  new window
圖書
1.Hair, Joseph F. Jr.、Anderson, Rolph E.、Tatham, Ronald L.、Black, William C.(1998)。Multivariate Date Analysis。Upper Saddle River, New Jersey：Prentice-Hall。  new window
2.Spielberger, C. D, Gorsuch, R.,、Lustene, R. E.(1970)。Mamual for the State-Trait Anxiety Inventory (Self-valuative Questionnaire)。Palo Alto, CA：Counseling Psychologists Press。  new window
3.Covington, M. V.(1992)。Making the grade: A self-worth perspective on motivation and school reform。New York, NY：Holt, Rinehart, & Winston：Cambridge University Press。  new window
4.Coopersmith, S. V.(1967)。The antecedents of self-esteem。San Francisco, CA：W. H. Freeman and Company。  new window
5.黃芳銘(2004)。社會科學統計方法學：結構方程模式。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
6.Schunk, D. H.、Zimmerman, B. J.(1998)。Self-regulated learning: From teaching to self-reflective practice。Guilford Press。  new window
7.邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。  延伸查詢new window
8.陳正昌、程炳林、陳新豐、劉子健(2008)。多變量分析方法--統計軟體應用。五南。  延伸查詢new window
9.Norem, Julie K.(2002)。The Positive Power of Negative Thinking: Using Defensive Pessimism to Harness Anxiety and Perform at Your Peak。The Positive Power of Negative Thinking: Using Defensive Pessimism to Harness Anxiety and Perform at Your Peak。New York, NY。  new window
其他
1.教育部(2004)。中華民國教育統計，臺北市。  延伸查詢new window
圖書論文
1.Brown, J. D.、Marshall, M. A.(2001)。Great Expectations: Optimism and Pessimism in Achievement Settings。Optimism & Pessimism: Implications for Theory, Research, and Practice。Washington, DC：American Psychological Association(APA)。  new window
2.Norem, J. K.、Chang, E. D.(2001)。A Very Full Glass: Adding Complexity to Our Thinking about the Implications and Applications of Optimism and Pessimism Research。Optimism & Pessimism: Implications for Theory, Research, and Practice。Washington, DC：APA。  new window
3.Norem, Julie K.(2001)。Defensive Pessimism, Optimism, and Pessimism。Optimism & Pessimism: Implications for Theory, Research, and Practice。American Psychological Association。  new window
 
 
 
 
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