臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國小學童之智力內隱理論、成就目標及運用逃避策略間徑路模式之檢驗
書刊名：教育與心理研究
作者：施淑慎 引用關係
作者(外文)：Shih, Shu-shen
出版日期：2007
卷期：30:1
頁次：頁141-171
主題關鍵詞：逃避行為；自我阻礙；逃避求助；成就目標；智力內隱理論；Avoidance behaviors；Self-handicapping；Avoidance of help seeking；Achievement goals；Implicit theories of intelligence
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(0) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:78
  • 點閱點閱:78
本研究探討428位國小六年級學童之智力內隱觀與成就目標取向，在其運用自我阻礙策略，以及逃避尋求課業上之協助這類逃避行為中所扮演的角色。研究結果顯示：智力實體論除了對學童的自我阻礙行為具直接效應外，亦會經由避免的表現目標之中介，間接影響該類策略之運用。至於在學童逃避尋求課業上的協助部分，智力增加論不僅對學童的逃避求助態度具有直接效應，也會藉由精熟目標的中介，間接地影響個體對於課業求助所持之態度。此外，智力實體論則除了直接影響學童的逃避求助行為，也會經由避免的表現目標的中介，對該類行為造成間接的影響。根據上述結果，本研究針對教學實務工作與未來研究提出建議與討論。
The present study examined the roles of Taiwanese upper elementary school students’ implicit theories of intelligence and achievement goal orientations in their use of self-handicapping strategies and reluctance to seek academic help when needed. Four hundred and twenty-eight sixth-grade students completed a self-report survey assessing their implicit theories of intelligence, achievement goal orientations, use of self-handicapping strategies, attitudes toward help avoidance, and help-avoidance behaviors. Path analyses showed that the entity theory of intelligence influenced students’ engagement in handicapping both directly as well as indirectly through the mediation of performance-avoidance goals. In terms of students’ avoidance of help seeking in the classroom context, the incremental theory influenced Taiwanese students’ attitudes toward help avoidance both directly and indirectly through mastery goals. Moreover, the entity theory of intelligence affected children’s help-avoidance behaviors both directly as well as indirectly through performance-avoidance goals. Results also indicated that students’ attitudes toward help avoidance had a positive impact on their behaviors related to avoidance of help seeking. Accordingly, the incremental theory had a negative impact on students’ help-avoidance behaviors indirectly through the mediation of mastery goals as well as their attitudes toward help avoidance. Implications for education and future research are discussed.
期刊論文
1.Covington, M. V.、Omelich, C. L.(1979)。Effort: The double edged-sword in school achievement。Journal of Educational Psychology，77，446-459。  new window
2.Alexander, P. A.、Graham, S.、Harris, K. R.(1998)。A Perspective on Strategy Research: Progress and Prospects。Educational Psychology Review，10(2)，129-154。  new window
3.Ryan, A. M.、Pintrich, P. R.、Midgley, C.(2001)。Avoiding seeking help in the classroom: Who and why?。Educational Psychology Review，13，93-114。  new window
4.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
5.趙柏原(20011200)。我應該求助嗎？國中學生英語科課業求助行為相關因素之研究。國民教育研究集刊，9，153-171。new window  延伸查詢new window
6.Martin, A. J.、Marsh, H. W.、Debus, R. L.(2003)。Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective。Contemporary Educational Psychology，28，1-36。  new window
7.Berndt, T. J.(1979)。Developmental Changes in Conformity to Peers and Parents。Developmental Psychology，15，608-616。  new window
8.Newman, R. S.、Goldin, L.(1990)。Children's reluctance to seek help with schoolwork。Journal of Educational Psychology，82，92-100。  new window
9.Diener, C. I.、Dweck, C. S.(1980)。An analysis of learned helplessness: II. The processing of success。Journal of Personality and Social Psychology，39(5)，940-952。  new window
10.Urdan, T. C.(1997)。Examining the Relations among Early Adolescent Students' Goals and Friends' Orientation toward Effort and Achievement in School。Contemporary Educational Psychology，22，165-191。  new window
11.程炳林(2003)。四向度個人目標導向模式之研究。師大學報：教育類，48(1)，15-40。  延伸查詢new window
12.Good, T. L.、Slavings, R. L.、Harel, K. H.、Emerson, H.(1987)。Student passivity: A study of question asking in K-12 Classrooms。Sociology of Education，60，181-199。  new window
13.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
14.周立勳(19961100)。誰較有可能問問題?--國小學童課業尋助相關因素之分析。嘉義師院學報，10，261-295。  延伸查詢new window
15.Newman, R. S.(1990)。Children'€™s help-seeking in the classroom: The role of motivational factors and attitudes。Journal of Educational Psychology，82(1)，71-80。  new window
16.Buhrans, K.、Dweck, C. S.(1995)。Helplessness in early childhood: The role of contingent worth。Child Development，66，1719-1738。  new window
17.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
18.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
19.Eccles, J. S.、Midgley, C.、Wigfield, A.、Buchanan, C. M.、Reuman, D.、Flanagan, C.、Iver, Douglas Mac(1993)。Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families。American Psychologist，48(2)，90-101。  new window
20.向天屏(20011200)。自我跛足策略的理論基礎及其對教學的啟示。教育研究資訊，9(6)，1-24。new window  延伸查詢new window
21.向天屏(20011100)。國中小學生使用自我跛足策略之研究。國教學報，13，211-250。  延伸查詢new window
22.Elliot, A. J.、Church, M. A.(2003)。A motivational analysis of defensive pessimism and self-handicapping。Journal of Personality，71(3)，369-396。  new window
23.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
24.Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology，94(1)，88-106。  new window
25.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping: What We Know, What More There Is to Learn?。Educational Psychology Review，13，115-138。  new window
26.Harackiewicz, J. M.、Barron, K. E.、Elliot, A. J.(1998)。Rethinking achievement goals: When are they adaptive for college students and why?。Educational Psychologist，33(1)，1-21。  new window
27.Stipek, D. J.、Gralinski, J. H.(1996)。Children's Beliefs about Intelligence and School Performance。Journal of Educational Psychology，88(3)，397-407。  new window
28.Midgley, C.、Arunkumar, R.、Urdan, T.(1996)。"If I Don't Do Well Tomorrow, There's a Reason" Predictors of Adolescents' Use of Academic Selfhandicapping Strategies。Journal of Educational Psychology，88，423-434。  new window
29.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
30.Ryan, A. M.、Pintrich, P. R.(1997)。"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class。Journal of Educational Psychology，89(2)，329-341。  new window
31.Nicholls, J. G.、Cheung, P. C.、Lauer, J.、Patashnick, M.(1989)。Individual differences in academic motivation: Perceived ability, goals, beliefs, and values。Learning and Individual Differences，1(1)，63-84。  new window
32.余文秀(19860400)。學生不向老師問問題之原因的因素分析。國教世紀，21(10)，16-20。  延伸查詢new window
33.毛國楠、程炳林(19930700)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。new window  延伸查詢new window
34.Salili, F.、Hau, K. T.、Hau, K. T.(1994)。The effect of teachers' evaluative feedback on Chinese students' perception of ability: Cultural and situational analysis。Educational Studies，20(2)，223-236。  new window
35.Urdan, T. C.(2004)。Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(2)，251-264。  new window
36.Elliot, A. J.、Thrash, T. M.(2001)。Achievement goals and the hierarchical model of achievement motivation。Educational Psychology Review，13(2)，139-156。  new window
37.Nolen, S. B.(1988)。Reasons for studying: Motivational orientations and study strategies。Cognition and Instruction，5(4)，269-287。  new window
38.Mueller, C. M.、Dweck, C. S.(1998)。Praise for intelligence can undermine children's motivation and performance。Journal of Personality and Social Psychology，75(1)，33-52。  new window
39.Wolters, Christopher A.(2004)。Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement。Journal of Educational Psychology，96(2)，236-250。  new window
40.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
41.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
42.Diener, Carol I.、Dweck, Carol S.(1978)。An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure。Journal of Personality and Social Psychology，36(5)，451-462。  new window
43.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
44.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
45.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
46.陳嘉成(20021200)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25(下)，629-656。new window  延伸查詢new window
47.Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。  new window
48.Atkinson, J. W.(1957)。Motivational Determinants of Risk-Taking Behavior。Psychological Review，64(6, Pt.1)，359-372。  new window
49.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
50.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
51.Butler, R.(1998)。Determinants of Help Seeking: Relations between Perceived Reasons for Classroom Help Avoidance and Help-seeking Behaviors in an Experimental Context。Journal of Educational Psychology，90，630-643。  new window
52.Middleton, M.、Midgley, C.(1997)。Avoiding the Demonstration of the Lack of Ability: An Underexplored Aspect of Goal Theory。Journal of Educational Psychology，89，710-718。  new window
53.Ryan, A. M.、Patrick, H.、Shim, S.(2005)。Differential Profiles of Students Identified by Their Teachers as Having Avoidance, Appropriate, or Dependent Helpseeking Tendencies in the Classroom。Journal of Educational Psychology，97，275-285。  new window
54.Butler, R.、Neuman, O.(1995)。Effects of Task and Ego Achievement Goals on Helpseeking Behaviors and Attitudes。Journal of Educational Psychology，87，261-271。  new window
55.Dupeyrat, C.、Marine, C.(2005)。Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults。Contemporary Educational Psychology，30，43-59。  new window
56.Karabenick, S. A.(2004)。Perceived Achievement Goal Structure and College Student Help Seeking。Journal of Educational Psychology，96，569-581。  new window
57.Newman, R. S.、Schwager, M. T.(1995)。Students' Help Seeking during Problem Solving: Effects of Goal, Grade, and Prior Achievement。American Educational Research Journal，32，352-376。  new window
研究報告
1.行政院主計處、行政院青年輔導委員會(1997)。中華民國－臺灣地區青少年狀況調查報告。臺北市。  延伸查詢new window
學位論文
1.吳意玲(1993)。國中學生的困擾問題、因應策略與求助行為之研究(碩士論文)。東吳大學。  延伸查詢new window
2.杜宜展(1996)。國小學生發問行為及其相關因素之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.Stone, J.、Dweck, C. S.(1998)。Theories of Intelligence and the Meaning of Achievement Goals，New York, NY。  new window
圖書
1.Jöreskog, K. G.、Sörbom, D.(2002)。LISREL 8.52.。Chicago, IL：Scientific Software International。  new window
2.Covington, M. V.、Beery, R. G.(1976)。Self-worth and school learning。New York, NY：Holt, Rinehart and Winston。  new window
3.Pintrich, P. R.、Schunk, D. H.(1996)。Motivation in education: Theory, research, and application。Englewood Cliffs, NJ：Prentice Hall。  new window
4.Stipek, D.(1998)。Motivation to learn: From theory to practice。Massachusetts：Allyn and Bacon。  new window
5.Fishbein, M.、Ajzen, I.(1980)。Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research。Addison-Wesley。  new window
6.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
7.Dweck, C. S.(1999)。Self-theories and goals: Their role in motivation, personality, and development。Philadelphia：Psychology Press。  new window
8.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
9.Paris, S. G.、Paris, A. H.、Byrnes, J. P.(2001)。Constructing Theories, Identities, and Actions of Self-regulated Learners。Self-regulated Learning and Academic Achievement: Theoretical Perspectives。New Jersey, NJ。  new window
10.Bowerman, C. E.、Kinch, J. W.(1969)。Changes in Family and Peer Orientation of Children between the Fourth and Tenth Grades。Adolescent Development。Boston, MA。  new window
11.Hong, Y.、Chiu, C.、Dweck, C. S.(1995)。Implicit Theories of Intelligence: Reconsidering the Role of Confidence in Achievement Motivation。Efficacy, Agency, and Selfesteem。New York, NY。  new window
12.Dweck, C. S.、Sorich, L. A.(1999)。Mastery Oriented Thinking。Coping: The Psychology of What Works。New York, NY。  new window
13.Molden, D. C.、Dweck, C. S.(2000)。Meaning and Motivation。Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance。San Diego, CA。  new window
14.Hong, Y.(2001)。Chinese Students' and Teachers' Inferences of Effort and Ability。Student Motivation: The Culture and Context of Learning。New York, NY。  new window
15.Grant, H.、Dweck, C. S.(2001)。Crosscultural Response to Failure: Considering Outcome Attributions with Different Goals。Student Motivation: The Culture and Context of Learning。New York, NY。  new window
圖書論文
1.Newman, R. S.(1994)。Adaptive help-seeking: A strategy of self-regulated learning。Self-regulation of learning and performance: Issues and educational applications。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Maehr, M. L.(1984)。Meaning and Motivation: Toward a Theory of Personal Investment。Research on Motivation in Education。Academic Press。  new window
3.Henderson, V.、Dweck, C.(1990)。Motivation and achievement。At the threshold: The developing adolescent。Cambridge, MA：Harvard University Press。  new window
4.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
5.Nicholls, J. G.(1984)。Conceptions of ability and achievement motivation。Research on motivation in education: Student motivation。New York, NY：Academic Press。  new window
6.Elliot, Andrew J.(1997)。Integrating the ''Classic'' and ''Contemporary'' Approaches to Achievement Motivation: A Hierarchical Model of Approach and Avoidance Achievement Motivation。Advances in Motivation and Achievement。Greenwich, CT：JAI Press。  new window
7.Schunk, D. H.、Zimmerman, B. J.(1994)。Self-regulation in Education: Retrospect and Prospect。Self-regulation of Learning and Performance: Issues and Educational Applications。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
8.Keating, D. P.(1990)。Adolescent Thinking。At the Threshold: The Developing Adolescent。Cambridge, MA：Harvard University Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：584（臺灣：567，外國：17） ／ 本年度總使用人次：1780212 ／ 訪客人次（自102年09月）：67589305
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上