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題名：新手與資深教師成就目標導向、自我調整策略及其教學表現之研究：以臺中縣市幼稚園為例
書刊名：教育研究與發展期刊
作者：黃儒傑 引用關係
作者(外文)：Huang, Ju-chieh
出版日期：2009
卷期：5:2
頁次：頁141-173
主題關鍵詞：新手教師；成就目標導向；自我調整策略；教學表現；幼稚園教師；Novice teachers；Achievement goal orientation；Self-regulated strategies；Performances in teaching；Kindergarten teachers
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  • 被引用次數被引用次數:期刊(1) 博士論文(4) 專書(0) 專書論文(0)
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  • 共同引用共同引用:873
  • 點閱點閱:62
本研究針對台中縣市幼稚園新手與資深教師實施問卷調查，以瞭解新手與資深教師在成就目標導向、自我調整策略及教學表現上的現況與差異情形，並探討前述三個變項間的關係。本研究回收304份新手教師問卷與336份資深教師問卷，並採多變量變異數分析、結構方程模式等統計方法，進行資料分析。研究結果發現一些重要結論，首先，新手與資深教師整體上大都具有良好的成就目標導向動機、自我調整策略及教學表現。其次，新手教師的成就目標導向、自我調整策略及教學表現，均低於資深教師。第三，成就目標導向對教學表現具有重要影響效果，且自我調整策略亦具有重要的中介調節作用。此外，並依據前述結論，提出一些相關建議。
This study used questionnaires to understand current novice and experienced teachers’ achievement goal orientation, self-regulated strategies, and their performances in teaching, to analyze the difference between novice teachers and experienced teachers in these three variables, and to investigate the relations among teachers’ achievement goal orientation, self-regulated strategies, and performances in teaching. Three hundred and four questionnaires of novice teachers and Three hundred and thirty three questionnaires of experienced teachers collected from kindergarten teachers in Taichuang area were analyzed. MANOVA and structural equation models were used for data analysis. Some important conclusions were found. First, in general, the novice teachers and experienced teachers hold positive achievement goal orientation, self-regulated strategies, and performances in teaching. Second, experienced teachers’ achievement goal orientation, self-regulated strategies, and performances in teaching are better than novice teachers. Finally, achievement goal orientation and self-regulated strategies of novice teachers and experienced teachers are more closely related to performances in teaching. Furthermore, on the basis of above conclusions, several suggestions about novice teacher are provided in the study.
期刊論文
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17.李新民、陳密桃(20070600)。實用智能、目標導向、自我效能對工作表現之影響探析：以幼兒教師為例。教育學刊，28，63-99。new window  延伸查詢new window
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23.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
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25.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
26.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
27.程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。new window  延伸查詢new window
28.Pintrich, P. R.(2000)。An achievement goal theory perspective on issues in motivation terminology, theory, and research。Contemporary Educational Psychology，25(1)，92-104。  new window
29.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
30.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
31.Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。  new window
32.Zimmerman, Barry J.(2002)。Becoming a self-regulated learner: An overview。Theory Into Practice，41(2)，64-70。  new window
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34.陳萩卿、張景媛(20070900)。知識信念影響學習運作模式之驗證。教育心理學報，39(1)，23-43。new window  延伸查詢new window
35.Pintrich, Paul R.(1999)。The role of motivation in promoting and sustaining self-regulated learning。International journal of educational research，31(6)，459-470。  new window
36.林易慧、程炳林(20060300)。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之交互效果。教育心理學報，37(3)，231-255。new window  延伸查詢new window
37.Bail, F. T.、Zhang, S.、Tachiyama, G. T.(2008)。Effects of a self-regulated learning course on the academic performance and graduation rate of college students in anacademic support program。Journal of College Reading and Learning，39(1)，54-73。  new window
38.Butler, R.(2007)。Teachers' Achievement Goal Orientations and Associations With Teachers' Help Seeking: Examination of a Novel Approach to Teacher Motivation。Journal of Educational Psychology，99(2)，241-252。  new window
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學位論文
1.呂祝義(1998)。國民中學輔導人員自我調整模式之建構與驗證研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
2.熊淑蘭(2006)。幼兒教師目標導向、自我效能與工作表現之相關研究(碩士論文)。樹德科技大學。  延伸查詢new window
3.李佩純(2004)。一位初任教師在幼稚園實施全語言教育的歷程(碩士論文)。國立台北師範學院。  延伸查詢new window
4.McKinney, A. P.(2003)。Goal orientation: A test of competing models，Blacksburg, VA。  new window
5.陳玟伶(2001)。國小高年級兒童自我調整歷程之個案研究(碩士論文)。臺中師範學院，臺中市。  延伸查詢new window
6.蔡宜貞(2005)。組織創新氛圍、教師工作內外在動機對國小教師創意教學行為影響之結構方程模式檢驗(碩士論文)。國立交通大學。  延伸查詢new window
7.邱奕光(2002)。國民小學啟智班教師成就動機、學校組織氣氛知覺與其工作投入關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
8.劉佩雲(1998)。兒童自我調整學習之研究(博士論文)。國立政治大學。new window  延伸查詢new window
9.林桑瑜(2002)。高中生自我調整學習策略之研究(碩士論文)。國立成功大學。  延伸查詢new window
10.張簡俊彥(2005)。國小實習教師於教育實習中自我調整學習之分析(碩士論文)。臺中師範學院，臺中。  延伸查詢new window
11.吳珮瓏(2004)。幼稚園教師教學信念及其轉變因素之研究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
12.林文正(2002)。國小學生自我調整學習能力、對教師自我調整教學之知覺、動機信念與數學課業表現之相關研究(碩士論文)。屏東師範學院。  延伸查詢new window
13.王慧敏(1988)。教師成就動機、園長領導方式對臺北市幼稚園老師工作滿意影響之調查研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
14.陳嘉成(1999)。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機和數學成就之關係(博士論文)。國立政治大學。new window  延伸查詢new window
15.程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
16.廖相如(2003)。桃竹苗四縣市國民小學教師成就動機、制握信念與工作倦怠關係之研究(碩士論文)。國立新竹師範學院。  延伸查詢new window
17.馮綉雯(2002)。國民小學教師教學信念與教學效能之研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
18.陳珮蓉(1998)。幼稚園初任教師專業成長歷程之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
19.徐鶯娟(1995)。國民小學教師成就動機、參與決定與其工作投入關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
20.白青平(2000)。臺北縣市國民小學初任教師工作困擾與解決途徑之研究(碩士論文)。國立台北師範學院，臺北市。  延伸查詢new window
21.劉妙真(2004)。幼稚園教師工作壓力、社會支持與職業倦怠之研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
圖書
1.林進材(2005)。教學原理。臺北市：五南。  延伸查詢new window
2.林生傳(1997)。新教學理論與策略--自由開放社會中的個別化教學與後個別化教學。臺北：五南圖書出版公司。new window  延伸查詢new window
3.Aron, Arthur、Aron, Elaine N.、黃瓊蓉(2005)。心理與教育統計學。台北：學富出版社。  延伸查詢new window
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5.張春興(1994)。現代心理學--現代人研究自身問題的科學。臺北：東華書局。new window  延伸查詢new window
6.陳正昌、程炳林(1998)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
7.Gagne, E. D.、Yekovich, C. W.、Yekovich, F. R.、丘修平(1998)。教學心理學：學習的認知基礎。臺北：遠流。  延伸查詢new window
單篇論文
1.Ryan, K.(1986)。The induction of new teachers(ED 268117)。  new window
其他
1.O'connor E. A.，Fish M. C.(1998)。Differences in the classroom systems of expert andnovice teachers。  new window
圖書論文
1.Corno, L.(2001)。Volitional aspects of self-regulated learning。Self-regulated learning and academic achievement: Theoretical perspectives。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
2.Kuhl, J.(2000)。A Functional-design Approach to Motivation and Self-regulation: The Dynamics of Personality Systems and Interactions。Handbook of Self-regulation。Academic Press。  new window
3.Kuhl, J.(1994)。Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90)。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
4.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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