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題名：成敗情境對行動與狀態導向者負向情感、自我效能與工作記憶容量之影響
書刊名：教育心理學報
作者：張憲卿／程炳林 引用關係
作者(外文)：Chang, Hsien-ching／Cherng, Biing-lin
出版日期：2010
卷期：41:3
頁次：頁605-633
主題關鍵詞：行動導向；自我效能；負向情感；情緒狀態導向；認知狀態導向；Action orientation；Cognitive state orientation；Emotional state orientation；Negative affective reaction；Self-efficacy
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(11) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:11
  • 共同引用共同引用:170
  • 點閱點閱:195
行動控制理論將行動控制的人格分爲行動導向與狀態導向，其近十餘年的實徵研究發現，狀態導向者有許多不適應症狀。本研究將行動導向特質區分爲行動導向者、認知狀態導向者與情緒狀態導向者，並探究這三種行動控制導向與成敗情境對學習者負向情感、自我效能與工作記憶容量之交互作用。本研究採3（導向）×2（情境）×2（測量階段）受試者間受試者內混合實驗設計，藉由受試者隨堂測驗成績操弄成敗情境。受試者是修習教育學程的大學生113名。研究結果顯示：（一）面對失敗情境的情緒狀態導向組，其負向情感後測顯著地高於前測。（二）不論是行動導向者、認知狀態導向或情緒狀態導向者，面對失敗情境的受試，其自我效能的後測會顯著地低於前測。（三）三種導向的受試者，不論面對成功或失敗的情境，其工作記憶容量測驗的後測均高於前測。本研究根據研究結果進行討論並針對未來研究提出建議。
Kuhl's theory of action control, differentiates action orientation from state orientation, and recent empirical research show people who are state-oriented manifested maladaptive behaviors. In the current study, 113 college students were classified into three groups based on their action control dispositions: action orientation, cognitive state orientation, and emotional state orientation. The participants then were explored to either success or failure context to investigate the interaction effect between action control disposition and context. Negative affective reaction, self-efficacy and working memory capacity were measured prior to and after the exploration. A 3 (action control orientation)×2 (conditions)×2 (measurement occasion) mixed design was used. The following results were obtained: (a) in the failure condition, the emotional state-oriented scored higher in the posttest than in the pretest in negative affective reaction; (b) regardless of orientation, participants in the failure condition scored lower in the posttest than in the pretest in self-efficacy; and (c) regardless of orientation and condition, participants scored higher in the posttest than in the pretest in working memory capacity. Findings were discussed in terms of theoretical implications, practical applications, and future research.
期刊論文
1.程炳林(20000200)。行動或狀態導向、目標層次、工作複雜度對國中生行動控制策略與工作表現之影響。教育心理學報，31(2)，85-104。new window  延伸查詢new window
2.Pajares, Frank、Graham, Laura(1999)。Self-efficacy, motivation constructs, and mathematics performance of entering middle school students。Contemporary Educational Psychology，24(2)，124-139。  new window
3.Menec, V. H.、Perry, R. P.、Struthers, C. W.(1995)。The effect of adverse learning conditions on action oriented state-oriented college students。Journal of Experimental Education，63(4)，281。  new window
4.Diener, C. I.、Dweck, C. S.(1978)。Analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure。Journal of Personality and Social Psychology，36，451-462。  new window
5.Kuhl, J.、Helle, P.(1986)。Motivational and Volitional determinants of depression: The degenerated intention hypothesis。Journal of Abnormal Psychology，95，247-251。  new window
6.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
7.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
8.程炳林、林清山(2000)。行動控制教學課程之教學效果研究。教育心理學報，31(2)，1-22。new window  延伸查詢new window
9.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
10.Schunk, Dale H.(1991)。Self-efficacy and Academic Motivation。Educational Psychologist，26(3/4)，207-231。  new window
11.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。  new window
12.程炳林、林清山(19980100)。行動導向量表編製報告。測驗年刊，45(1)，65-81。new window  延伸查詢new window
13.程炳林、林清山(19990700)。國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係。教育心理學報，31(1)，1-35。new window  延伸查詢new window
14.程炳林(19991100)。認知／意動成份二階驗證性因素分析模式之適配性研究。國教學報，11，385-410。  延伸查詢new window
15.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
16.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
17.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
18.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
19.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
20.Bouffard-Bouchard, T.(1990)。Influence of self-efficacy on performance in a cognitive task。Journal of Social Psychology，130，353-36。  new window
21.Kuhl J.、Kazén M.(1994)。Self-discrimination and memory: State orientation and false self-ascription of assigned activities。Journal of Personality and Social Psychology，66(6)，1130-1115。  new window
22.Kuhl J.、Kazén M.(1999)。Volitional facilitation of difficult intentions: Joint activation of intention memory and positive affect removes stroop interfernece。Journal of Experimental Psychology，128(3)，382-399。  new window
23.Bouffard-Bouchard, T.(1990)。Influence of self-efficacy on performance in a cognitive task。Journal of Social Psychology，130，353-363。  new window
24.Kuhl, J.、Kazen, M.(1999)。Volitional facilitation of difficult intentions: Joint activation of intention memory and positive affect removes stroop interfernece。Journal of Experimental Psychology，128(3)，382-399。  new window
25.Kuhl, J.、Kazen, M.(1994)。Self-discrimination and memory: State orientation and false self-ascription of assigned activities。Journal of Personality and Social Psychology，66(6)，1103-1115。  new window
會議論文
1.Kuhl, J.,、Kraska, K.(1989)。Self-regulation and meta-motivation: Computational mechanisms, development, and assessment。Hillsdale, NJ。343-374。  new window
學位論文
1.張憲卿(2002)。大學生行動控制之研究：學習動機之機轉(碩士論文)。國立成功大學，臺南市。  延伸查詢new window
2.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
3.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
4.周嘉娸(2008)。憂鬱反芻對工作記憶容量的影響之初探(碩士論文)。國立臺灣大學。  延伸查詢new window
5.陳麗芬(1995)。行動控制觀點的自我調節學習及其相關研究(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Beckmann, J.(1994)。Volitional correlates of action versus state orientation。Volition and Personality。Seattle, WA。  new window
2.Brunstein, J. C.(1994)。Dispositional action control as a predictor of how people cope with academic failure。Volition and personality。Seattle, WA。  new window
3.Kanfer, R., Dugdale, B.,、McDonald, B.(1994)。Empirical findings on the action control scale in the context of complex skill acquisition。Volition and personality。Seattle, WA。  new window
4.Klinger, E.,、Murphy, M. D.(1994)。Action orientation and personality: Some on the construct validity of the Action Control Scale。Volition and Personality。Seattle, WA。  new window
5.Kuhl, J.(1987)。Falling versus being helpless: metacognitive mediation of failure-induced performance deficits。Metacognition, Motivation, and Understanding。Hillsdale, NJ。  new window
6.Kuhl, J.(1994)。A theory of action and state orientation。Volition and personality。Seattle, WA。  new window
7.Kuhl, J.,、Eisenbeiser, T.(1989)。Mediation versus mediating, cognitions in human motivation: Action control, inertial motivation, and the alienation effect。Motivation, Thought, and Action。NY。  new window
8.Kuhl J.,、Kazén, M.(1994)。Volitional aspects of depression: State orientation and self-discrimination。Volition and personality。Seattle, WA。  new window
9.Weiner, B.(1987)。The role of emotions in a theory of motivation。Motivation, intention, and Volition。NY。  new window
10.Beckmann, J.(1994)。Volitional correlates of action versus state orientation。Volition and Personality。Seattle, WA。  new window
11.Kanfer, R., Dugdale, B.,、McDonald, B.(1994)。Empirical findings on the action control scale in the context of complex skill acquisition。Volition and personality。Seattle,WA。  new window
12.Klinger, E.、Murphy, M. D.(1994)。Action orientation and personality: Some on the construct validity of the Action Control Scale。Volition and Personality。Seattle,WA。  new window
13.Kuhl, J.(1984)。Volitional aspects of achievement motivation and learned helplessness: toward a compre-hensive theory of action control。Progress in Experimental personality research。NY。  new window
14.Kuhl, J.(1987)。Falling versus being helpless: metacognitive mediation of failure-induced performance deficits。Metacognition, Motivation, and Understanding。Hillsdale, NJ。  new window
15.Kuhl, J.(1994)。A theory of action and state orientation。Volition and personality。Seattle,WA。  new window
16.Kuhl, J.、Kraska, K.(1989)。Self-regulation and meta-motivation: Computational mechanisms, de-velopment, and assessment。Hillsdale, NJ。  new window
17.Weiner, B.(1987)。The role of emotions in a theory of motivation。Motivation, intention, and Volition。  new window
18.Kuhl, J.、Eisenbeiser, T.(1989)。Mediation versus mediating, cognitions inhuman motivation: Action control, inertial motivation, and the alienation effect。Motivation, Thought, and Action。NY。  new window
19.Brunstein, J. C.(1994)。Dispositional action control as a predictor of how people cope with academic failure。Volition and personality。Seattle, WA。  new window
圖書論文
1.Snow, R. E.、Corno, L.、Jackson, D. III(1996)。Individual differences in affective and conative functions。Handbook of Educational Psychology。New York：Macmillan。  new window
2.Kuhl, J.、Goschke, T.(1994)。A theory of action control: Mental subsystems, modes of control, and volitional conflict-resolution strategies。Volition and personality: Action versus state orientation。Seattle, WA：Hogrefe & Huber Publishers。  new window
3.Schwartz, N.(1990)。Feelings as Information: Informational and Motivational Functions of Affective States。EHandbook of motivation and cognition: Foundations of social behavior。NY：Guilford。  new window
4.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
5.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
6.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
7.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
8.Boekaerts, M.(1994)。Action control: How relevant is it for classroom learning?。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
9.Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
10.Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。  new window
11.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
12.Kuhl, J.、Kazen, M.(1994)。Volitional aspects of depression: State orientation and self-discrimination。Volition and personality。Hogrefe & Huber。  new window
 
 
 
 
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