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題名：高職學生之未來時間觀、成就目標與適應性學習行為間徑路模式之檢驗
書刊名：教育實踐與研究
作者：林啟超 引用關係
作者(外文)：Lin, Chi-chau
出版日期：2009
卷期：22:1
頁次：頁81-111
主題關鍵詞：未來時間觀；成就目標；適應性學習行為；Future time perspective；Achievement goal；Adaptive learning behavior
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(10) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:152
  • 點閱點閱:56
本研究之主要目的在於探討未來時間觀、成就目標和適應性學習行為的關係，並檢驗三種成就目標對於未來時間觀與高職學生適應性學習行為之中介作用。以830 位高職學生為樣本，利用多變量變異數分析以及徑路分析。研究結果顯示性別及科別在未來時間觀之未來關聯和課業尋助學習行為有顯著差異。未來關聯除了對課業尋助和堅持都具有直接效果外，亦會經由趨向表現之中介，間接影響課業尋助及堅持之行為；未來價值則透過三種成就目標間接影響課業尋助。而未來價值對堅持除了直接效果外，也會經由三種成就目標的中介，對堅持造成間接的影響。依據上述結果，本研究對教育實務工作與未來研究提出具體建議。
The purpose of this study was to examine the relations among future time perspective, achievement goal, and learning behavior of Taiwanese vocational high school students. The mediating effects of the individual’s achievement goal on the relations between future time perspective and adaptive learning behaviors were also explored. Eight hundred and thirty students participated in this study. Multivariate analyses and path analyses were employed. Results showed there were both gender and subject major affect future connection and help-seeking behaviors. Path analyses showed that future connect influenced students’ help-seeking and insisting behavior both directly as well as indirectly through the mediation of performance-approach goals. In Addition, future value had a positive impact on students’ help-seeking behaviors indirectly through the mediation of the three kinds of achievement goals. Moreover, future value affects students’ help-seeking behaviors both directly as well as indirectly through the three kinds of achievement goal. Implications for education were discussed and suggestions for future study were also proposed.
期刊論文
1.黃惠卿、林啟超(200512)。國中生數學之成就目標導向對自我效能和不適應學習行為之關係。教育科學期刊，5(2)，27-51。new window  延伸查詢new window
2.Shell, D. F.、Husman, J.(2001)。The Multivariate Dimensionality of Personal Control and Future Time Perspective Beliefs in Achievement and Self-regulation。Contemporary Educational Psychology，26(4)，481-506。  new window
3.Le Gall, S. Nelson(1981)。Help-seeking: An Understudied Problem-solving Skill in Children。Developmental Review，1(3)，224-246。  new window
4.Cameron, J.(2001)。Negative Effects of Reward on Intrinsic Motivation: A Limited Phenomenon: Comment on Deci, Koestner, and Ryan (2001)。Review of Educational Research，71(1)，29-42。  new window
5.Deci, Edward L.、Koestner, Richard、Ryan, Richard M.(2001)。Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again。Review of Educational Research，71(1)，1-27。  new window
6.Moreas, A. M.、Lens, W.(1991)。The motivational meaning of the individual future time perspective。Learning and Instruction，2，135-149。  new window
7.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
8.Rigby, C. S.、Deci, E. L.、Patrick, B. C.、Ryan, R. M.(1992)。Beyond the Intrinsic-extrinsic Dichotomy: Self-determination in Motivation and Learning。Motivation and Emotion，16，165-185。  new window
9.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
10.Bembenutty, H.、Karabenick, S. A.(2004)。Inherent Association between Academic Delay of Gratification, Future Time Perspective, and Self-regulated Learning。Educational Psychology Review，16(1)，35-57。  new window
11.de Volder, M. L.、Lens, W.(1982)。Academic Achievement and Future Time Perspective as a Cognitive-Motivational Concept。Journal of Personality and Social Psychology，42(3)，566-571。  new window
12.Horstmanshof, L.、Zimitat, C.(2007)。Future time orientation predicts academic engagement among first-year university students。British Journal of Educational Psychology，77(3)，703-718。  new window
13.Husman, J.、McCann, E.、Crowson, H. M.(2000)。Volitional strategies and future time perspective: Embracing the complexity of dynamic interactions。International Journal of Educational Research，33(7/8)，777-799。  new window
14.Miller, R. B.、Brickman, S. J.(2004)。A model of future-oriented motivation and self-regulation。Educational Psychology Review，16(1)，9-33。  new window
15.Simons, J.、Vansteenkiste, M.、Lens, W.、Lacante, M.(2004)。Placing Motivation and Future Time Perspective Theory in a Temporal Perspective。Educational Psychology Review，16(2)，121-139。  new window
16.林啟超、謝智玲(20011200)。高職學生之目標取向對學習策略與學習成就之關係研究。測驗統計年刊，9，131-168。new window  延伸查詢new window
17.Eisenberger, R.、Rhoades, L.、Cameron, J.(1999)。Does pay for performance increase or decrease perceived self-determination and intrinsic motivation?。Journal of Personality and Social Psychology，77(5)，1026-1040。  new window
18.Husman, J.、Lens, W.(1999)。The Role of the Future in Student Motivation。Educational Psychologist，34(2)，113-125。  new window
19.Simons, J.、Dewitte, S.、Lens, W.(2004)。The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!。British Journal of Educational Psychology，74(3)，343-360。  new window
20.Vansteenkiste, M.、Simons, J.、Lens, W.、Sheldon, K. M.、Deci, E. L.(2004)。Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts。Journal of Personality and Social Psychology，87(2)，246-260。  new window
21.Newman, R. S.(1998)。Students' Help Seeking during Problem Solving: Influences of Personal and Contextual Achievement Goals。Journal of Educational Psychology，90(4)，644-658。  new window
22.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。  new window
23.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
24.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
25.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
26.Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
27.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
28.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
29.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
30.程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。new window  延伸查詢new window
31.彭淑玲、程炳林(20051000)。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報. 教育類，50(2)，69-95。new window  延伸查詢new window
32.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
33.董媛卿(1994)。職業學校學校行為特質分析與建議。技術與職校教育雙月刊，23，29-31。  延伸查詢new window
34.Andriessen, I.、Phalet, K.、Lens, W.(2006)。Future Goal Setting, Task Motivation and Learning of Minority and Non-minority Students in Dutch Schools。British Journal of Educational Psychology，76，827-850。  new window
35.Cjesme, T.(1979)。Future Time Orientation as a Function of Achievement Motives, Ability, Delay of Gratification, and Sex。Journal of Psychology，101，173-188。  new window
36.Gjesme, T.(1983)。Motivation to Approach Success (Ts) and Motivation to Avoid Failure (Tf) at School。Scandinavian Journal of Educational Research，27(3)，145-164。  new window
37.Deci, E. L.、Ryan, R. M.、Koestner, R.(2001)。The Pervasive Negative Effects of Rewards on Intrinsic Motivation: Response to Cameron。Review of Educational Research，71(1)，43-51。  new window
38.Feather, N. T.(1992)。Values, Valences, Expectations, and Actions。Journal Social Issues，48，109-124。  new window
39.Greene, B. A.、Miller, R. B.、Crowson, H. M.、Duke, B. L.、Akey, K. L.(2004)。Predicting High School Students' Cognitive Engagement and Achievement: Contrrbutions of Classroom Perceptions and Motivation。Contemporary Educational Psychology，29，462-482。  new window
40.Lens, W.、Decryenaere, M.(1991)。Motivation and De-motivation in Secondary Education: Student Characteristics。Learning and Instruction，1，145-159。  new window
41.Lens, W.、Simons, J.、Dewitte, S.(2002)。From Duty to Desire: The Role of Students' Future Time Perspective and Instrumentality Perceptions for Study Motivation and Self-regulation。Academic Motivation of Adolescents，221-245。  new window
42.Nelson-Le Gall, S.、Jones, E.(1990)。Cognitive-motivational Influences on the Task-related Help-seeking Behavior of Black Children。Child Development，61，581-589。  new window
43.Thomassen, T. O.、Halvari, H.(1996)。Achievement Motivation and Involvement in Sport Competitions。Perception of Motor Skills，83，1363-1374。  new window
44.Van Calster, K.、Lens, W.、Nuttin, J. R.(1991)。Affective Attitude towards the Personal Future: Impact on Motivation in High School Boys。American Journal of Psychology，100，1-13。  new window
會議論文
1.Husman, J.、Shell, D. F.、Just, H.(1996)。The inherent time perspective in goal orientation and strategy use。The1996 annual meeting of the American Psychological Association。Toronto, Canada。  new window
2.Bembenutty, H.、Karabenick, S. A.(2003)。Academic Delay of Gratification, Future Goals, and Self-regulated Learning。  new window
3.Brickman, S. J.、Miller, R. B.、Roedel, T. D.(1997)。Goal Valuing and Future Consequences as Predictors of Cognitive Engagement。  new window
研究報告
1.林啟超(2006)。社會性目標、成就目標對高職生趨向與逃避學習行為之關係研究。  延伸查詢new window
2.林啟超(2007)。高職學生之未來目標與其成就動機及學習行為之關係。  延伸查詢new window
學位論文
1.周淑楓(2007)。未來取向之自我調整學習歷程模式分析(碩士論文)。國立成功大學。  延伸查詢new window
2.侯玫如(2002)。多重目標導向對國中生認知、動機、情感與學習行為之影響(碩士論文)。國立成功大學，臺南市。  延伸查詢new window
3.蕭素玲(2002)。高中生課業求助行為之相關研究(碩士論文)。國立成功大學，台南市。  延伸查詢new window
4.王慧婕(2000)。國中學生數學自我效能、目標導向及課室環境知覺與學業尋助之相關研究(碩士論文)。彰化師範大學，彰化市。  延伸查詢new window
5.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
6.林宴瑛(2006)。個人目標導向、課室目標結構與自我調整學習策略之關係及潛在改變量分析(碩士論文)。國立成功大學。  延伸查詢new window
7.楊岫穎(2003)。國中生自我設限的情境及歷程因素之研究(碩士論文)。國立成功大學。  延伸查詢new window
8.Husman, J.(1998)。The Effect of Perceptions of the Future on Intrinsic Motivation，Austin, TX。  new window
圖書
1.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
2.Nuttin, J.、Lens, W.(1985)。Future time perspective and motivation: Theory and research method。Leuven：Leuven University Press。  new window
3.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
4.Arbreton, A.(1998)。Student Goal Orientation and Help-seeking Strategy Use。Strategic Help Seeking: Implications for Learning and Teaching。Mahwah, NJ。  new window
5.Creten, H.、Lens, W.、Simons, J.(2001)。The Role of Perceive Instrumentality in Student Motivation。Trends and Prospects in Motivation Research。Netherland。  new window
6.Feather, N. T.(1990)。The Psychological Impact of Unemployment。The Psychological Impact of Unemployment。New York, NY。  new window
7.Lens, W.(2001)。How to Combine Intrinsic Task Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals。Trends and Prospects in Motivation Research。Netherland。  new window
圖書論文
1.Pintrich, P. R.、Schrauben, B.(1992)。Students' motivational beliefs and their cognitive engagement in classroom tasks。Students perceptions in the classroom: Causes and consequences。Hillsdales, NJ：Lawrence Erlbaum Associates。  new window
2.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。  new window
3.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
 
 
 
 
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