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題名：自設目標、自我效能及自我監控對桌球自我調整學習的影響
書刊名：臺灣運動心理學報
作者：黃素芬
作者(外文)：Huang, Su-fan
出版日期：2005
卷期：6
頁次：頁1-30
主題關鍵詞：自我調整學習；桌球擊球表現；結果歸因；Self-regulated learning；Table tennis learning performance；Result attribution
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(14) 博士論文(0) 專書(0) 專書論文(0)
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本研究主要目的是：一、探討自設目標、自我效能及自我監控對桌球自我調整學習的影響。二、比較不同監控方式的學生在桌球擊球表現的差異。三、了解成就動機及目標達成與否對學生桌球擊球表現結果歸因的影響。本研究的受試者是選自中臺科技大學桌球興趣選項共六班的學生240名（男生48名，女生192名），受試者隨機分派到檢核單組、錄影帶組及控制組，每組各80名。本研究所用的研究工具為：運動成就動機量表、桌球擊球自我效能量表、桌球擊球自我監控量表、目標設定單、桌球擊球歸因量表、桌球擊球自我檢核單、桌球擊球錄影帶。所得資料以徑路分析、獨立樣本單因子變異數分析及獨立樣本二因子變異數分析進行統計考驗。本研究所得結果如下：一、使用檢核單及錄影帶自我監控的自我調整學習模式可以得到部份支持。二、錄影帶組桌球擊球表現的後測成績高於檢核單組，而檢核單組的成績又高於控制組。三、成就動機及目標達成與否對桌球擊球表現的壓力歸因有交互作用影響；能力、努力、壓力及動機歸因在高、低成就動機組有差異存在，工作難度及動機歸因在目標達成與否有差異存在。
The purposes of this study were: 1.to explore the effects of self- set goal, self-efficacy, and self-monitoring on self-regulated learning; 2.to compare the difference of table tennis stroke performance between different monitoring styles; 3.to understand the effects of achievement motivation and goal attained or not on students' result attributions for their table tennis stroke performance. There were six classes of 240 students (male 48; female 192) drawn from Chung-Tai University of Technology as the subjects. The subjects were randomly assigned to checklist group, videotape group and control group, and each group had 80 subjects. The research instruments were “Sport Achievement Motivation Inventory”, “Table Tennis Stroke Self-Efficacy Inventory”, “Table Tennis Stroke Self-Monitoring Inventory”, “Goal-Setting List”, “Table Tennis Stroke Attribution Inventory”, “Table Tennis Stroke Self-Checklist”, and “Table Tennis Stroke Videotape”. The collected data were analyzed by path analysis, one-way ANOVA, and two-way ANOVA. The findings were as follows: 1.The verifications of self-regulated learning model by using checklist and videotape to monitor were partly supported. 2.The videotape group had better post-test score than that of checklist group, and the checklist group had better score than that of control group. 3.The effects of achievement motivation and goal attained or not had interaction effect on students' pressure attributions; there were differences of ability, effort, pressure, and motivation attribution between high and low achievement motivation group; there were differences of task difficulty and motivation attribution between goal attained and or not group.
期刊論文
1.Roberts, G. C.、Pascuzzi, D.(1979)。Causal attributions in sport: some theoretical implications。Journal of Sport Psychology，1(3)，203-211。  new window
2.Rosenbaum, L. L.、Rosenbaum, W. B.(1971)。Morale and productivity consequences of a group leadership style, stress, and type of task。Journal of Applied Psychology，55，343-348。  new window
3.Weiner, B.(1985)。'Spontaneous' causal thinking。Psychological Bulletin，97(1)，74-84。  new window
4.Kirschenbaum, D. S.、Ordman, A. M.、Tomarken, A. J.、Holtzbauer, R.(1984)。Effects of differential self-monitoring and level of mastery on sports performance: Brain power bowling。Cognitive Therapy and Research，6，335-342。  new window
5.Kingery, P. M.(1990)。Self-efficacy and the self-monitoring of selected exercise and eating behaviors of college students。Health Education，21(1)，26-29。  new window
6.Whelan, J. P.、Mahoney, M. J.、Meyers, A. W.(1991)。Performance enhancement in sports: A cognitive behavioral domain。Behavior Therapy，22(3)，307-327。  new window
7.Zimmerman, B. J.、Kitsantas, A. K.(1996)。Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring。Journal of Applied Sport Psychology，8(1)，60-75。  new window
8.Russell, D.(1982)。The Causal Dimension Scale: A measure of how individuals perceive causes。Journal of Personality and Social Psychology，42，1137-1145。  new window
9.Atkinson, J. W.(1957)。Motivation determinants of risk-taking behavior。Psychological Review，64，359-372。  new window
10.Rotter, J. B.(1966)。Generalized expectancies for internal versus external control of reinforcement。Psychological Monographs: General and Applied，80(1)=609，1-28。  new window
11.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
12.何榮桂、姚漢禱(19960100)。評分量尺模式在運動技能測驗上的應用。測驗年刊，43，141-152。new window  延伸查詢new window
13.Bandura, A.、Wood, R. E.(1989)。Effect of perceived controllability and performance standards on self-regulation of complex decision-making。Journal of Personality and Social Psychology，56(5)，805-814。  new window
14.Bandura, Albert(1993)。Perceived Self-efficacy in Cognitive Development and Functioning。Educational Psychologist，28(2)，117-148。  new window
學位論文
1.高淑雯(1998)。自覺能力與成敗知覺對桌球發長球競賽之成敗歸因的影響(碩士論文)。國立體育學院。  延伸查詢new window
2.蘇秦玉(2003)。學生自我監控與教師監控對桌球發球表現自我調整的影響(碩士論文)。國立體育學院。  延伸查詢new window
3.陳美燕(1996)。目標難度、自我效能及自我評價對高爾夫推桿表現的影響暨高爾夫推桿自我效能模式之驗證(碩士論文)。國立體育學院，桃園縣。  延伸查詢new window
4.林琮智(1999)。過去表現、目標取向、自我效能、目標設定對國小學童足球挑球表現之影響暨自我調整歷程研究(碩士論文)。國立體育學院。  延伸查詢new window
5.王雅萱(1998)。目標取向與輸贏、成敗知覺對羽球選手比賽成敗歸因之影響(碩士論文)。國立體育學院。  延伸查詢new window
6.陳雪亮(1997)。目標設定及成就動機對大學生壘球擲準之工作表現及內在動機的影響(碩士論文)。國立體育學院。  延伸查詢new window
7.朱素鑾(1996)。成就動機與輸贏對工作難度選擇、內在動機、成敗知覺及成敗歸因的影響(碩士論文)。國立體育學院。  延伸查詢new window
圖書
1.林琮智(2004)。自我調整歷程動機變項、運動樂趣、目標取向與不同種族國小學童運動表現之相關研究。屏東市：錦繡中華出版社。  延伸查詢new window
2.Zimmerman, B. J.、Schunk, D. H.(1989)。Self-regulated learning and academic achievement: Theory, practice, research。New York：Springer-Verlag。  new window
3.Schunk, D. H.、Zimmerman, B. J.(1996)。Self-regulation of learning and performance: Issues and educational application。Hillsdale, NJ：Lawrence Erlbaum Association。  new window
4.黃素芬(2004)。成就動機與自我調整學習對桌球擊球表現及結果歸因的影響。台中市：弘祥。  延伸查詢new window
5.Weiner, B.(1972)。Theory of motivation from mechanism to cognition。Chicago：Rand McNally。  new window
6.張春興(1996)。教育心理學--三化取向的理論與實踐。臺北：東華書局。  延伸查詢new window
7.Zimmerman, B. J.、Bonner, S.、Kovach, R.(1996)。Developing self-regulated learners: Beyond achievement to self-efficacy。Washington, DC：American Psychological Association。  new window
8.Geen, R. G.、Beatty, W. W.、Arkin, R. M.(1984)。Human Motivation: Physiological, Behavioral, and Social Approaches。Boston：Allyn and Bacon。  new window
9.王俊明(1995)。大學生之成就動機、目標接受及目標難度對射飛鏢之工作表現、內在動機及選擇策略的影響。臺北市：師大書苑有限公司。  延伸查詢new window
10.Weiner, Bernard(1974)。Achievement motivation and attribution theory。General Learning Press。  new window
11.Heider, Fritz(1958)。The Psychology of Interpersonal Relations。John Wiley & Sons, Inc.。  new window
12.McClelland, D. C.、Atkinson, J. W.、Clark, R. A.、Lowell, E. L.(1953)。The Achievement motive。Appleton-Century-Crofts。  new window
13.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
 
 
 
 
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