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：國中、小學生成就目標導向型態與其認知投入、考試焦慮、數學成就的關係
書刊名：彰化師大教育學報
作者：王永裕／吳璧如 引用關係
作者(外文)：Wang, Yung-yu／Wu, Pi-ju
出版日期：2007
卷期：11
頁次：頁25-50
主題關鍵詞：成就目標導向型態；考試焦慮；認知投入；數學成就；Patters of achievement goal orientations；Test anxiety；Cognitive engagement；Academic achievement
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(4) 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:4
  • 共同引用共同引用:98
  • 點閱點閱:34
本研究以雲林縣公立國民中學一到三年級與國民小學高年級學生共746人爲問卷調查對象，並以描述性統計、集群分析、單因子變異數分析、單因子多變量分析進行統計處理。研究結果發現：（一）成就目標導向型態可分爲「中趨向精熟／中逃避精熟／中趨向表現／高逃避表現目標」、「高趨向精熟／低逃避精熟／低趨向表現／低逃避表現目標」、「高趨向精熟／高逃避精熟／高趨向表現／中逃避表現目標」及「低趨向精熟／低逃避精熟／低趨向表現／低逃避表現目標 」箏四種類型；（二）國中、小學生有時候會有積極的認知投入。（三）國中、小學生的考試焦慮並不嚴重。（四）持不同成就目標導向型態者在認知投入、考試焦慮及數學成就上的表現有顯著差異。
The purpose of this study was to explore the relationships between the patters of achievement goal orientations and cognitive engagement, test anxiety, and academic achievement in mathematics. The survey data were collected from 746 grades 5-9 students in Yulin County. The descriptive statistics, hierarchical cluster analysis, one-way ANOVA, and one-way MANOVA were used to analyze data. The result indicated that there were four different patters of achievement goal orientations. The degree of students' cognitive engagement was moderate and their level of test anxiety was not high. There were significant differences in students' cognitive engagement, test anxiety, and academic achievement in relation to their patters of achievement goal orientations.
期刊論文
1.Covington, M. V.、Omelich, C. L.(1985)。Ability and effort evaluation among failure-avoiding and failure-accepting students。Journal of Educational Psychology，77，446-459。  new window
2.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
3.林邦傑(19810600)。集群分析及其應用。教育與心理研究，4，31-57。new window  延伸查詢new window
4.Stodolsky, S. S.、Salk, S.、Glaessner, B.(1991)。Student views about learning math and social studies。American Educational Research Journal，28(1)，89-116。  new window
5.Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。  new window
6.Elliot, A. J.、McGregor, H. A.、Gable, S.(1999)。Achievement goals, study strategies, and exam performance: A mediational analysis。Journal of Educational Psychology，91(3)，549-563。  new window
7.施淑娟(19990500)。數學解題的學習與教學。學生輔導，62，50-63。  延伸查詢new window
8.梁茂森(19920500)。集群分析概論。教育文粹，21，83-105。  延伸查詢new window
9.Archer, J.(1994)。Achievement goals as measure of motivation in university students。Contemporary Educational Psychology，19，430-446。  new window
10.Bandalos, D. L.、Finney, S. J.、Geske, J. A.(2003)。A model of statistics performance based on achievement goal theory。Journal of Educational Psychology，95(3)，604-616。  new window
11.Boekaerts, M.(1998)。Boosting students' capacity to promote their own learning: A goal theory perspective。Research Dialogue in Learning and Instruction，1，13-22。  new window
12.Deffenbacher, J. L.(1977)。Relationship of worry and emotionality to performance on the miller analogies test。Journal of Educational Psychology，69，191-195。  new window
13.Lau, S.、Roeser, R. W.(2002)。Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science。Educational Assessment，8(2)，139-162。  new window
14.McGregor, H. A.、Elliot, A. J.(2002)。Achievement goals as predictor of achievement-relevant processes prior to task engagement。Journal of Educational Psychology，94，381-395。  new window
15.Miller, R. B.、Greene, B. A.、Montalvo, G. P.、Ravindran, B.、Nichols, J. D.(1996)。Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability。Contemporary Educational Psychology，21(4)，388-422。  new window
16.Seifert, T. L.(1996)。The stability of goal orientations in grade five students: Comparision of two methodologies。British Journal of Educational Psychology，66，73-82。  new window
17.Seifert, T. L.(1995)。Characteristics of ego- and task-oriented students: A comparison of two methodologies。British Journal of Educational Psychology，65，125-138。  new window
18.Valle, A.、Cabanach, R. G.、Nunez, J. C.、González-Pienda, J.、Rodriguez, S.、Pineiro, I.(2003)。Multiple goals, motivation and academic learning。British Journal of Educational Psychology，73，71-87。  new window
19.Bouffard, T.、Vezeau, C.、Bordeleau, L.(1998)。A Developmental Study of the Relation between Combined Learning and Performance Goals and Students' Self-regulated Learning。British Journal of Educational Psychology，68(3)，309-319。  new window
20.Greene, B. A.、Miller, R. B.(1996)。Influences on achievement: Goals, perceived ability, and cognitive engagement。Contemporary Educational Psychology，21(2)，181-192。  new window
21.Hong, E.、Karstensson, L.(2002)。Antecedents of State Test Anxiety。Contemporary Educational Psychology，27(2)，348-367。  new window
22.Riveiro, J. M. S.、Cabanach, R. G.、Arias, A. V.(2001)。Multiple-goal Pursuit and Its Relation to Cognitive, Self-regulatory, and Motivational Strategies。The British Journal of Educational Psychology，71，561-575。  new window
23.Wentzel, K. R.(2000)。What is it that I'm trying to achieve? Classroom goals from a content perspective。Contemporary Educational Psychology，25，105-115。  new window
24.Wigfield, A.、Eccles, J. S.(1989)。Test anxiety in elementary and secondary school students。Educational Psychologist，24(2)，159-183。  new window
25.Morris, L. W.、Davis, M. A.、Hutchings, C. H.(1981)。Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale。Journal of Educational Psychology，73(4)，541-555。  new window
26.Greene, B. A.、Miller, R. B.、Crowson, H. M.、Duke, B. L.、Akey, K. L.(2004)。Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptionsand motivation。Contemporary Educational Psychology，29(4)，462-482。  new window
27.Bouffard, T.、Boisvert, J.、Vezeau, C.、Larouche, C.(1995)。The impact of goal orientation on self-regulation and performance among college students。British Journal of Educational Psychology，65，317-329。  new window
28.Hong, E.(1998)。Differential stability of individual differences in state and trait test anxiety。Learning and Individual Differences，10，51-69。  new window
29.Sarason, I. G.(1984)。Stress, anxiety, and cognitive interference: Reactions to tests。Journal of personality and Social Psychology，46(4)，929-938。  new window
30.Roeser, R. W.、Midgley, C.、Urdan, T. C.(1996)。Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging。Journal of Educational Psychology，88(3)，408-422。  new window
31.Lee, O.、Anderson, C. W.(1993)。Task engagement and conceptual change in middle school science classrooms。American Educational Research Journal，30(3)，585-610。  new window
32.Meece, J. L.、Holt, K.(1993)。A pattern analysis of students' achievement goals。Journal of Educational Psychology，85，582-590。  new window
33.Schraw, G.、Horn, C.、Throndike-Christ, T.、Bruning, R.(1995)。Academic goal orientations and student classroom achievement。Contemporary Educational Psychology，20，395-368。  new window
34.Covington, M. V.、Müeller, K. J.(2001)。Intrinsic versus extrinsic motivation: An approach/avoidance reformulation。Educational Psychology Review，13(2)，157-176。  new window
35.Fredricks, Jennifer A.、Blumenfeld, Phyllis C.、Paris, Alison H.(2004)。School engagement: Potential of the concept, state of the evidence。Review of Educational Research，74(1)，59-109。  new window
36.Dweck, C. S.(1986)。Motivational process affecting learning。American Psychologist，41，1040-1048。  new window
37.Turner, J. C.、Thorpe, P. K.、Meyer, D. K.(1998)。Students' reports of motivation and negative affect: A theoretical and empirical analysis。Journal of Educational Psychology，90，758-771。  new window
38.Elliott, E. S.、Dweck, C. S.(1988)。Goals: An Approach to Motivation and Achievement。Journal of Personality and Social Psychology，54(1)，5-12。  new window
39.林清山(19850100)。群聚分析的理論和統計方法以及應用群聚分析的實徵性研究。測驗年刊，32，155-180。new window  延伸查詢new window
40.Nolen, S. B.(1988)。Reasons for studying: Motivational orientations and study strategies。Cognition and Instruction，5(4)，269-287。  new window
41.Pintrich, P. R.、De Groot, E. V.(1990)。Motivational and self-regulated learning components of classroom cademic performance。Journal of Educational Psychology，82(1)，33-40。  new window
42.Harackiewicz, J. M.、Barron, K. E.、Pintrich, P. R.、Elliot, A. J.、Thrash, T. M.(2002)。Revision of achievement goal theory: Necessary and illuminating。Journal of Educational Psychology，94(3)，638-645。  new window
43.Liebert, Robert M.、Morris, Larry W.(1967)。Cognitive and emotional components of test anxiety: A distinction and some initial data。Psychological Reports，20(3)，975-978。  new window
44.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
45.Elliot, A. J.、McGregor, H. A.(2001)。A 2x2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
46.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
47.Barron, K. E.、Harackiewicz, J. M.(2001)。Achievement goals and optimal motivation: Testing multiple goal models。Journal of Personality and Social Psychology，80(5)，706-722。  new window
48.Harackiewicz, Judith M.、Barron, K. E.、Carter, S. M.、Lehto, A. T.、Elliot, Andrew J.(1997)。Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade。Journal of Personality and Social Psychology，73(6)，1284-1295。  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.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
51.Pintrich, Paul R.(2003)。A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts。Journal of Educational Psychology，95(4)，667-686。  new window
研究報告
1.教育部(2005)。各級學校縣市別學生數。  延伸查詢new window
學位論文
1.莊石瑛(2004)。英文寫作自我效能、目標導向與自我調整學習策略之探討(碩士論文)。屏東科技大學。  延伸查詢new window
2.林麗華(2002)。目標導向、社會比較、自我效能與課業壓力關係之研究(碩士論文)。彰化師範大學。  延伸查詢new window
3.余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
圖書
1.Aldenderf, M. S.、Blashfie, R. K.(1984)。Cluster analysis。Beverly Hills, CA：Sage。  new window
2.陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法。五南圖書出版股份有限公司。  延伸查詢new window
3.王保進(2004)。多變量分析。臺北市：高等教育。  延伸查詢new window
4.吳明清(1991)。教育研究。臺北市：五南。  延伸查詢new window
5.Pintrich, Paul R.、Schunk, Dale H.(1996)。Motivation in education: theory, research, and applications。Merrill Prentice Hall。  new window
單篇論文
1.Howard, B. C.(1996)。Cognitive engagement in cooperative learning(ED404352)。  new window
其他
1.Buehl, M. M.，Murphy, P. K.，Monoi, S.(2003)。Varied views of a familiar landscape: Examining the goal orientations and epistemological belief profiles of urban adolescents from a cluster analytic perspective，http://www.education.umd.edu/EDHD/facuity2/Alexander/ARL/buehl_etal_2003.doc。  new window
圖書論文
1.Deffenbacher, J. L.(1980)。Worry and emotionality in test anxiety。Test anxiety: Theory, research, and applications。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
2.Ames, C.(1991)。Achievement goals and the classroom motivational climate。Student perceptions in the classroom in the classroom。Hillsdale, NJ：Lawrence Erlbaum。  new window
3.Hodapp, V.、Glanzmann, P. G.、Laux, L.(1995)。Theory and measurement of test anxiety as a situation-specific trait。Test anxiety: Theory, assessment, and treatment。Washington, DC：Taylor & Francis。  new window
4.Pintrich, P. R.、Schrauben, B.(1991)。Students' motivational belief and their cognitive engagement in classroom academic tasks。Student perceptions in the classroom in the classroom。Hillsdale, NJ：Lawrence Erlbaum。  new window
5.Wentzel, K. R.(1991)。Social and academic goals at school: Motivation and achievement in context。Advances in motivation and achievement: Goals and self-regulatory processes。JAI Press。  new window
6.Spielberger, C. D.、Vagg, P. R.(1995)。Test anxiety: A transactional process model。Test anxiety: Theory, assessment and treatment。Washington, DC：Taylor & Francis。  new window
7.Pintrich, P. R.、Garcia, T.(1991)。Student goal orientation and self-regulation in the college classroom。Advances in Motivation and Achievement。JAI。  new window
8.Newmann, F. M.(1992)。[Student engagement and achievement in American secondary schools] Introduction。Student engagement and achievement in American secondary schools。New York：Teachers College Press。  new window
9.Newmann, F. M.、Wehlage, G. G.、Lamborn, S. D.(1992)。The significance and sources of student engagement。Student engagement and achievement in American secondary schools。Teachers College Press。  new window
10.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
1. 選舉預測
 
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：886（臺灣：880，外國：6） ／ 本年度總使用人次：1586744 ／ 訪客人次（自102年09月）：67384350
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