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題名：對學習行為最有影響力的動機成分？雙核心動機模式之初探
書刊名：教育心理學報
作者：劉政宏 引用關係
作者(外文)：Liu, Cheng-hong
出版日期：2009
卷期：41:2
頁次：頁361-383
主題關鍵詞：執行意志成分；情感成分；預期成分；價值成分；學習行為；雙核心動機模式；Affect component；Dual-core motivation model；DCM；Executive volition component；Expectation component；Learning behavior；Learning motivation；Value component
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相關次數：
  • 被引用次數被引用次數:期刊(15) 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:13
  • 共同引用共同引用:241
  • 點閱點閱:76
本研究目的主要在提出雙核心動機模式（dual-core motivation model，簡稱DCM）。依據動機與認知心理學相關研究，DCM認爲學習動機包含價值、預期、情感與執行意志四個不同成分，其中以情感與執行意志兩個核心成分對學習行爲最有直接影響力，而價值與預期等學習動機成分，則主要是經由雙核心成分的中介，間接對學習行爲產生影響。研究對象爲480位國小六年級學生，使用的工具包含「國小學習動機量表」與「國小學習行爲量表」，資料則透過LISREL程式進行結構方程模式分析，以檢驗DCM關概念。結果發現，價值、預期、情感與執行意志屬於不同的動機成分，且DCM具有理想的整體適配觀察資料的支持。本研究根據研究結果在理論與實務上的涵義進行討論，並提出結果應用及未來研究的建議。
This study aimed to test the "Dual-Core Motivation Model" (DCM). Depending on the results of motivation and cognitive psychology researches, the DCM suggests that learning motivation contains four different components of value, expectation, affect, and executive volition. Among these four components, affect and executive volition are core components which would influence learning behavior directly. However, the effects of the two other components of value and expectation are mediated by the two core components, and thus influence learning behavior indirectly. Participants of this study were 480 sixth-grade students in Taiwan. Research instruments included were the "Primary School Learning Motivation Scale" and "Primary School Learning Behavior Scale". Data collected were analyzed by structural equation modeling using the LISREL computer program. Results showed that learning motivation consisted of four different components of value, expectation, affect, and executive volition, and the DCM fitted the observed data well. Finally, based on the research findings, possible Implications for educators and suggestions for future research are discussed by the researcher.
期刊論文
1.劉政宏、張景媛、許鼎延、張瓊文(20051200)。國小學生學習動機成分之分析及其對學習行為之影響。教育心理學報，37(2)，173-196。new window  延伸查詢new window
2.Garcia, T.、McCann, E. J.、Turner, J. E.、Roska, L.(1998)。Modeling the mediating role of volition in the learning process。Contemporary Educational Psychology，23(4)，392-418。  new window
3.程炳林、林清山(20021000)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-60。new window  延伸查詢new window
4.程炳林(20000400)。國中生認知／意動成份與學習表現之相關研究。師大學報：教育類，45(1)，43-59。new window  延伸查詢new window
5.劉政宏、張文哲、陳學志、黃博聖(20080900)。你贊成或反對立場對立者的論點？--立場對立情境之論點贊否模式（CSAAM）。中華心理學刊，50(3)，327-346。new window  延伸查詢new window
6.Bagozzi, R. P.、Yi, Y.、Phillips, L. W.(1991)。Assessing construct validity in organizational reseasrch。Administrative Science Quarterly，36(3)，421-458。  new window
7.Baddeley, A.(1996)。Exploring the central executive。The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology，49，5-28。  new window
8.Ainley, Mary(2006)。Connecting with learning: Motivation, affect and cognition in interest processes。Educational Psychology Review，18(4)，391-405。  new window
9.Zajonc, R. Bob(1980)。Feeling and Thinking: Preferences Need No Inferences。American Psychologist，35(2)，151-175。  new window
10.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
11.Isen, Alice M.、Shalker, Thomas E.、Clark, Margaret、Karp, Lynn(1978)。Affect, Accessibility of Material in Memory, and Behavior: A Cognitive Loop?。Journal of Personality and Social Psychology，36(1)，1-12。  new window
12.Marsh, H. W.、Hocevar, D.(1985)。Application of Confirmatory Factor Analysis to the Study of Self-Concept: First and Higher Order Factor Models and Their Invariance Across Groups。Psychological Bulletin，97(3)，562-582。  new window
13.Anderson, James C.、Gerbing, David W.(1988)。Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach。Psychological Bulletin，103(3)，411-423。  new window
14.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
15.Meyer, Debra K.、Turner, Julianne C.(2002)。Discovering emotion in classroom motivation research。Educational Psychologist，37(2)，107-114。  new window
16.Zajonc, Robert B.(1984)。On the primacy of affect。American Psychologist，39(2)，117-123。  new window
17.Fornell, Claes、Larcker, David F.(1981)。Evaluating Structural Equation Models with Unobservable Variables and Measurement Error。Journal of Marketing Research，18(1)，39-50。  new window
18.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
19.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
20.Corno, Lyn(1993)。The Best-Laid Plans: Modern Conceptions of Volition and Educational Research。Educational Researcher，22(2)，14-22。  new window
21.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
22.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
23.Bower, G. H.(1981)。Mood and memory。American Psychologist，36(2)，129-148。  new window
24.Atkinson, R. C.、Shiffrin, R. M.(1971)。The Control of Short-term Memory。Scientific American，225，82-90。  new window
25.Baumann, N.、Kuhl, J.(2005)。How to Resist Temptation: The Effects of External Control versus Autonomy Support on Self-regulatory Dynamics。Journal of Personality，73，443-471。  new window
26.Kruglanski, A. W.(1975)。The Endogenous-exogenous Partition in Attribution Theory。Psychological Review，82，387-406。  new window
學位論文
1.張文隆(1997)。臺中縣國小高年級學生學習行為與學業成就關係之研究(碩士論文)。國立臺中師範學院。  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.劉政宏(2003)。考試壓力、回饋方式對國小學生學習表現、自我價值及學習動機之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.何麗君(2005)。國中學生自我效能、集體效能與學業成就之相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
5.張錦鶴(2003)。彰化縣國小高年級學生學習行為與學業成就關係之研究(碩士論文)。臺中師範學院。  延伸查詢new window
6.林重岑(2002)。高中職學生自我調節學習的結構模式分析。  延伸查詢new window
圖書
1.Ashcraft, M. H.(2002)。Cognition。Upper Saddle River, New jersey：Prentice Hall。  new window
2.Eysenck, M. W.、Keane, M. T.(2000)。Cognitive psychology: A student’s handbook。Englewood Cliffs, NJ。  new window
3.Kunda, Ziva(1999)。Social cognition: making sense of people。Cambridge, Massachusetts：MIT Press。  new window
4.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。  new window
5.Brehm, Jack W.(1966)。A Theory of Psychological Reactance。Academic Press。  new window
6.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College Publishers。  new window
7.LeDoux, J. E.(1996)。The emotional; brain: The mysterious underpinnings of emotional life。New York：Phoenix：Simon & Schuster。  new window
8.Baddeley, Alan D.(1986)。Working Memory。Oxford University Press。  new window
9.Pintrich, Paul R.、Schunk, Dale H.(2002)。Motivation in education: Theory, research and applications。Pearson Education, Inc。  new window
10.Brehm, Sharon S.、Brehm, Jack W.(1981)。Psychological reactance: A theory of freedom and control。Academic Press。  new window
11.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
12.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
13.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
14.Forgas, J.(2000)。Introduction: The Role of Affect in Social Cognition。Feeling and Thinking: The Role of Affect in Social Cognition。New York, NY。  new window
15.Kuhl, J.(1994)。A Theory of Action and State Orientation。Volition and Personality。Seattle, WA。  new window
16.Mischel, W.、Shoda, Y.(1999)。Integrating Dispositions and Processing Dynamics within a Unified Theory of Personality: The Cognitive-affective Personality System。Handbook of Personality: Theory and Research。New York, NY：Guilford Press。  new window
圖書論文
1.Pintrich, P. R.(2003)。Motivation and classroom learning。Handbook of psychology: Educational psychology。John Wiley & Sons。  new window
2.Kuhl, J.(1985)。Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。New York：Springer-Verlag。  new window
3.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
4.Kuhl, J.(1984)。Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control。Progress in experimental personality research。New York：Academic Press。  new window
5.Schunk, D. H.(1989)。Self-efficacy and cognitive skill learning。Research on motivation in education。San Diego, CA。  new window
 
 
 
 
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