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題名：以趨成避敗二向度四分法分類適應/不適應成就策略之可行性分析
書刊名：臺中教育大學學報. 教育類
作者：李介至 引用關係
作者(外文)：Lee, Jie-zhi
出版日期：2007
卷期：21:1
頁次：頁75-97
主題關鍵詞：適應/不適應策略；樂觀策略；防禦性悲觀；自我跛足；失敗詭計；Adaptive/Mal-adaptive strategies；Optimistic strategy；Defensive pessimism；Self-handicapping；Failure trap strategy
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(2) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:10
  • 點閱點閱:92
校園中常見學生以各種成就策略因應即將到來的課業任務，適應的成就策略反映出學生對課業任務的動機與期待，不適應的成就策略則反映出學生對學習任務的抵抗與逃避，並可能造成負面影響與偏差行爲。不過這些策略的動機取向及細部關係在實證研究成果上仍不足夠。本文以趨成避敗二向度四分法試圖分析適應／不適應成就策略之動機取向差異及其相關性，以位五專三年級學生爲受試者，以情緒期望及學習焦點量表、防禦性悲觀量表、自我跛足量表、樂觀策略量表及失敗詭計量表等研究工具，經多向度分析及徑路模式分析後，研究結果如下： 一、防禦反思策略具有高成功／高避免失敗取向，防禦期望策略及自我跛足策略具有低成功/高避免失敗取向，失敗詭計策略具有低成功／低避免失敗取向，樂觀策略具有高成功/低避免失敗取向。 二、任務焦點對樂觀策略及防禦性悲觀策略具有直接效果，負面期望對防禦期望策略、樂觀策略、自我跛足策略及失敗詭計策略具有直接效果。 三、 防禦期望策略、自我跛足策略及失敗詭計策略對學業成績具有負向作用。 四、 本研究所建構的假設模式經修正後具有基本適配度、外部適配度及內部適配度。 本研究並根據研究結果，對教育實務工作者及後續研究者提出建議。
Students usually used various achievement strategies to copy difficult tasks. Adaptive strategies reflected the students' motivation and expectation to the learning task, but maladaptive reflected students' resisting and escape of learning task reversely. As yet, the motive orientations of these strategies and detail relation were not enough to affirm on the present studies. So the purpose of this study was to analyze the similarity, difference and distance by quadripolar model. Data were collected from students and analyzed by MDS and SEM. The results of this study were as follows: (1) Adaptive/Mal-adaptive strategies were marked by different level success orientation and failure avoidance. (2)Task focus had direct effect on optimistic strategy and defensive pessimist; negative emotion had direct effect on defensive expectation, optimistic strategy, self-handicapping, and failure trap. (3)Defensive expectation, self-handicapping, and failure trap had direct effect on achievement. (4)The research model fitted the observed data well. Implications for theory, practice and research are discussed.
期刊論文
1.Chu, A. H. C.、Choi, J. N.(2005)。Rethinking Procrastination: Positive Effects of Active Procrastination Behavior on Attitudes and Performance。The Journal of Social Psychology，145(3)，245-264。  new window
2.Onatsu-Arvilommi, T.、Nurmi, J. E.(2000)。The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study。Journal of Educational Psychology，92(3)，478-491。  new window
3.Thompson, T.(2004)。Re-examining the Effects of Noncontingent Success on Self-handicapping Behavior。British Journal of Educational Psychology，74，239-260。  new window
4.Zuckerman, M.、Tsai, F. F.(2005)。Cost of Self-handicapping。Journal of Personality，73(2)，411-443。  new window
5.Maatta, S.、Stattin, H.、Nurmi, J. E.(2002)。Achievement Strategies at School: Types and Correlation。Journal of Adolescence，25，31-46。  new window
6.Norem, J. K.,、Illingworth, K. S. S.(1993)。Strategy-dependent effects of reflecting on self and tasks: Some implications of optimism and defensive pessimist。Journal of Personality and Social Psychology，65，822-835。  new window
7.Norem, J. K.、Cantor, N.(1986)。Defensive pessimism: Harnessing anxiety as motivation。Journal of Personality and Social Psychology，51(6)，1208-1217。  new window
8.Thompson, T.、Richardson, A.(2001)。Self-handicapping status, claimed self-handicaps and reduce practice effort following success and failure feedback。British Journal of Educational Psychology，71，151-170。  new window
9.Aunola, K.、Stattin, H.、Nurmi, J. E.(2000)。Adolescents' Achievement Strategies, School Adjustment, and Externalizing and Internalizing Problem Behaviors。Journal of Youth and Adolescence，29，289-306。  new window
10.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
11.Cantor, N.、Norem, J. K.(1989)。Defensive pessimism and stress coping。Social Cognition，7，92-112。  new window
12.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
13.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
14.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
15.Urdan, T.、Midgley, C.(2003)。Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence。Contemporary Educational Psychology，28(4)，524-551。  new window
16.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
17.Midgley, Carol、Arunkumar, Revathy、Urdan, Timothy C.(1996)。"If I Don't Do Well Tomorrow, There's a Reason": Predictors of Adolescents' Use of Academic Self-Handicapping Strategies。Journal of Educational Psychology，88(3)，423-434。  new window
18.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
19.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
20.Krejcie, Robert V.、Morgan, Daryle W.(1970)。Determining sample size for research activities。Educational and Psychological Measurement，30(3)，607-610。  new window
21.李介至(20041000)。護專學生防禦性悲觀、自我跛足策略、避免處置作為及內外科學業成就之相關研究。醫護科技學刊，6(4)，293-313。new window  延伸查詢new window
22.李介至(20050900)。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。中華輔導學報，18，121-152。new window  延伸查詢new window
23.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
24.Beck, B. L., Koons, S. R.,、Milgrim, D. L.(2000)。Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping。Journal of Social Behavior and Personality，15(5)，3-13。  new window
25.Cantor, N.(1990)。From thought to behavior: Having and doing in the study of personality and cognition。American Psychologist，45，735-750。  new window
26.Nurmi, I., Salmela-Aro, K.,、Ruotsalainen.(1994)。Cognitive and attributional strategies among unemployed young adults: A case of the failure-trap strategy。European Journal of Personality，8，135-148。  new window
學位論文
1.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
圖書
1.Norem, Julie K.(2002)。The positive power of negative thinking。New York, NY：Basic Books。  new window
2.Ormrod, J. E.(2004)。Educational Psychology: Developing Learners。Upper Saddle River, NJ：Columbus。  new window
3.McClelland, D. C.(1985)。Human motivation。Cambridge University Press。  new window
4.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
5.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
6.教育部統計處編(2004)。中華民國教育統計。台北。  延伸查詢new window
7.Arkin, R. M.,、Oleson, K. C.(1998)。Self-handicapping。Attribution and social interaction: The legacy of Edward E。Jones. Washington, DC。  new window
8.Covinton, M. V.(1997)。A motivational analysis of academic life in college。Effective teaching in higher education: Research and practice。New York。  new window
9.Norem, J. K.(2001)。Defensive pessimism, and pessimism。Optimism & pessimism: Implications for theory, research, and practice。Washington, DC。  new window
圖書論文
1.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
 
 
 
 
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