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題名：防禦悲觀者、樂觀者及悲觀者在焦慮及反思策略之差異：高／低任務難度及工具性之調節效果
書刊名：中華輔導與諮商學報
作者：李介至 引用關係／黃孟儒／梁滄郎
作者(外文)：Lee, Jie-zhi／Huang, Menz-ru／Liang, Tsang-lang
出版日期：2009
卷期：26
頁次：頁239-270
主題關鍵詞：工具知覺；反思策略；任務難度；防禦性悲觀；焦慮；Anxiety；Defensive pessimist；Perceived instrument；Reflectivity；Task difficulty
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(0) 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:13
  • 點閱點閱:226
本研究目的在考驗防禦悲觀者、樂觀者及悲觀者在焦慮管理及反思策略上差異，並考驗在高／低任務難度及工具性之調節下，防禦悲觀者之積極反思策略是否彰顯。研究對象以120名學生為受試者，隨機分派至高工具／高難度、高工具／低難度、低工具／高難度、低工具／低難度等四種任務組別，經成就測驗後再施測反思策略量表。統計分析採t考驗、變異數分析及共變數分析，並以Cohen's d考驗三組受試者在反思策略的變化效果。研究結果顯示：防禦悲觀者、樂觀者及悲觀者在焦慮及反思策略上之考驗達顯著差異；高工具性任務是促使防禦悲觀者採取反思策略之重要因素；高難度任務並無法彰顯防禦悲觀者使用反思策略之時機。本研究並根據研究結果進行討論及提出建議。
The purpose of this study tested the effect of defensive pessimism on anxiety and reflectivity. Furthermore, this study attempted to test the interaction between perceived instrument and task difficulty on reflectivity. Data were collected from 120 students and randomly assigned to four groups. Statistical significance was tested by t test, two-way ANOVA and ANCOVA. The results of this study were as follows: (1) Defensive pessimist, optimist, and pessimist showed statistical differences on anxiety and reflectivity. (2) High instrument task was an important factor for defensive pessimist using reflectivity. (3) High difficulty task didn't appear effective on the use of reflectivity. Implications for theory, practice and research are discussed.
期刊論文
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10.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
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13.李介至(20070900)。自我保護策略之認知歸因取向及其與內外化行為之關係：高／低因果不確定組別之等同比較。中華輔導學報，22，33-70。new window  延伸查詢new window
14.林清文(20050500)。自我價值保護策略。教育研究，133，137-138。new window  延伸查詢new window
15.Norem, J. K.、Illingworth, K. S. S.(2004)。Mood and performance among defensive pessimists and strategies。Journal of Research in Personality，38，351-366。  new window
16.Oplatka, I.、Tevel, T.(2006)。Liberation and revitalization: The choice and meaning of higher education among Israeli female students in midlife。Adult Education Quarterly，57(1)，62-84。  new window
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18.Showers, C.、Ruben, C.(1990)。Distinguishing defensive pessimism from depression: Negative expectations and positive coping mechanisms。Cognitive Therapy and Research，14(4)，385-399。  new window
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23.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
24.Thompson, T.、Hepburn, J.(2003)。Causal uncertainty, claimed and behavioral self-handicapping。British Journal of Educational Psychology，73，247-266。  new window
25.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
26.Miller, R. B.、DeBacker, T. K.、Greene, B. A.(1999)。Perceived instrumentality and academics: The link to task valuing。Journal of Instructional Psychology，26，250-260。  new window
27.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
28.Linnenbrink, E. A.(2005)。The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning。Journal of Educational Psychology，97(2)，197-213。  new window
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30.Nurmi, J. E.、Aunola, K.、Salmela-Aro, K.、Lindroos, M.(2003)。The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates。Contemporary Educational Psychology，28(1)，59-90。  new window
31.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
32.Norem, J. K.、Cantor, N.(1986)。Anticipatory and post hoc cushioning strategies: Optimism and defensive pessimism in "risky" situations。Cognitive Therapy and Research，10(3)，347-362。  new window
33.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
34.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
35.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
會議論文
1.Norem, J. K.(1996)。Cognitive strategies and the rest of personality。The meeting of Midwestern Psychological Association。Chicago, IL。  new window
學位論文
1.Martin, A. J.(1999)。Self-handicapping and defensive pessimism: Predictors and consequences from a self-worth motivation perspective(博士論文)。University of Western Sydney，Sydney。  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.吳武典、林幸台、王振德、郭靜姿(1999)。基本人格量表。臺北：心理出版社。  延伸查詢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
圖書論文
1.Brown, J. D.、Marshall, M. A.(2001)。Great expectations: Optimism and pessimism in achievement settings。Optimism and pessimism: Implications for theory, research, and practice。Washington, DC：American Psychological Association (APA)。  new window
2.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 and pessimism: Implications for theory, research, and practice。Washington, DC：American Psychological Association (APA)。  new window
3.Norem, Julie K.(2001)。Defensive Pessimism, Optimism, and Pessimism。Optimism & Pessimism: Implications for Theory, Research, and Practice。American Psychological Association。  new window
 
 
 
 
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