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題名：課室目標結構對個人目標導向的調節效果
書刊名：教育心理學報
作者：宋秋美／程炳林 引用關係／周啟葶 引用關係
作者(外文)：Sung, Chyou-mi／Cherng, Biing-lin／Chou, Chi-ting
出版日期：2010
卷期：42:1
頁次：頁99-121
主題關鍵詞：目標導向；課室目標結構；結構方程模式；調節效果；Classroom goal structures；Goal orientation；Structural equation modeling；SEM；Moderating effects
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相關次數：
  • 被引用次數被引用次數:期刊(9) 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:9
  • 共同引用共同引用:29
  • 點閱點閱:54
社會認知論的觀點一向認爲學習動機受到個人與教室情境交互作用的影響，卻很少這方面的實徵研究。有鑑於此，本研究主要目的：(1)考驗個人四向度目標導向因果模式是否受到觀察資料的支持；(2)分析不同課室目標結構組對四向度個人目標導向因果模式依變項的調節效果。受試者選自台北市1,261位高二學生，接受以英語學習領域爲主的測量，所蒐集的資料以結構方程模式(SEM)及多群組分析進行統計考驗。研究結果顯示：(1)四向度目標導向因果模式具有理想的整體適配度及不錯的內在品質，適合用來解釋高中生英語學習的觀察資料(2)因果模式部分依變項對依變項的直接效果，受到其知覺的課室目標結構所調節，這樣的結果支持基準目標理論和多重目標理論，但不支持修正目標理論。本研究根據研究結果在理論及實務上進行討論，並對提出教學與未來研究的建議。
The view of social cognitive theory has always emphasized that learning motivation is influenced by the interaction between personal learner and his perceptions of classroom situations, but very few empirical studies have explored moderating effects of different classroom situations on the relations among personal learning motivation, learning strategies or achievement. Based on English learning, the purpose of this study was to: (a) test the 4-dimensional goal orientation causal model with empirically observed data; (b) analyze the moderating effects of classroom goal structures on the dependent variables of 4-dimensional goal orientation causal model. The participants were 1,261 students from 17 senior high schools. The observed data were analyzed by SEM and multi-sample analysis. The results of this study show that: (a) the theoretical model is appropriate to examine the empirically observed data; (b) the following relations are moderated by students' perceptions of classroom goal structures: direct effects of mastery avoidance goal, performance approach goal and performance avoidance goal on deep English learning strategies, direct effect of performance avoidance goal on English achievement test, direct effect of deep English learning strategies on English achievement test. Such findings support normative goal theories and multiple goal theories, but do not support revised goal theories. Lastly, implications for instructional practice and future research were discussed.
期刊論文
1.Newman, R. S.(1998)。Students' help seeking during problem solving: Influences of personal contextual achievement goals。Journal of Educational Psychology，90(4)，644-658。  new window
2.El-Alayli, A.,、Baumgardner, A.(2003)。If at first you don’t succeed, what makes you try, try again? Effects of implicit theories and ability feedback in a performance-oriented climate。Self and Identity，2，119-135。  new window
3.Shih, S. S.(2005)。Role of achievement goals in children’s learning in Taiwan。The Journal of Educational Research，98(5)，310-319。  new window
4.Chen, Y. L.(2002)。A language learning strategies scale for college students in Taiwan。Journal of the English Language Center，1，5-26。  new window
5.Leondari, A.、Gialamas, V.(2002)。Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior。Psychology in the Schools，39(3)，279-291。  new window
6.Collins, Steve J.、Bissell, Kimberly L.(2004)。Confidence and competence among community college students: Self-efficacy and performance in grammar。Community College Journal of Research and Practice，28(8)，663-675。  new window
7.Nyikos, Martha、Oxford, Rebecca L.(1993)。A factor analytic study of language-learning strategy use: interpretations from information-processing theory and social psychology。The Modern Language Journal，77(1)，11-22。  new window
8.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do students avoid asking for help? An examination of the interplay among students' academic efficacy, teacher's social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
9.Kaplan, A.、Gheen, M.、Midgley, C.(2002)。Classroom goal structure and student disruptive behaviour。British Journal of Educational Psychology，72，191-211。  new window
10.Middleton, Michael、Kaplan, Avi、Midgley, Carol(2001)。Performance-approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?。Journal of Educational Psychology，93(1)，77-86。  new window
11.Park, Gi-Pyo(1997)。Language learning strategies and English proficiency in Korean University students。Foreign Language Annals，30(2)，211-221。  new window
12.Ehrman, M. E.、Oxford, Rebecca L.(1989)。Effects of sex differences, career choice, and psychological type on adult language learning strategies。Modern Language Journal，73(1)，1-13。  new window
13.Roeser, R. W.、Midgley, C.、Urdan, T. C.(1996)。Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging。Journal of Educational Psychology，88(3)，408-422。  new window
14.Urdan, T.、Schoenfelder, E.(2006)。Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs。Journal of School Psychology，44(5)，331-349。  new window
15.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
16.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
17.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
18.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
19.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
20.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
21.Elliot, A. J.、Church, M. A.(1997)。A hierarchical model of approach and avoidance achievement motivation。Journal of Personality and Social Psychology，72(1)，218-232。  new window
22.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
23.陳嘉成(20080600)。調節假設或適配假設？--二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究。教育與心理研究，31(2)，27-58。new window  延伸查詢new window
24.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
25.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do students avoid asking for help? An examination of the interplay among student’s academic efficacy。Journal of Education Psychology，90(3)，528-535。  new window
會議論文
1.Chang, S. F.、Huang, S. C.(1999)。Taiwanese English learners' learning motivation and language learning strategies。The Sixteenth Conference on English Teaching and Learning in the Republic of China。Taipei：The Crane Publishing Co。111-128。  new window
2.Yang, N.-D.(1993)。Beliefs about language learning and learning strategy use: A study of college students of English in Taiwan。Tenth Conference on English Teaching and Learning in the Republic of China。Taipei：Crane Publishing Co.。193-219。  new window
3.Chang, S. F.、Huang, S. C.(1999)。Taiwanese English learners’ learning motivation and language earning strategies。Changhua, Taiwan。  new window
學位論文
1.Peng, I. N.(2002)。EFL motivation and strategy use among Taiwanese senior high school learners(碩士論文)。National Taiwan Normal University，Taiwan。  new window
2.彭淑玲(2004)。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(碩士論文)。國立成功大學，台南市。  延伸查詢new window
3.林易慧(2005)。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影響(碩士論文)。國立成功大學。  延伸查詢new window
4.廖彥棻(2000)。台灣國中生英語學習動機與學習策略之研究(碩士論文)。彰化師範大學。  延伸查詢new window
圖書
1.Midgley, C.、Maehr, M. L.、Hruda, L. Z.、Anderman, E.、Anderman, L.、Gheen, M.、Kaplar, A.、Kumar, R.、Middleton, M. J.、Nelson, J.、Roeser, R.、Urdan, J.、Freeman, K. E.(2000)。Manual for the Patterns of Adaptive Learning Scale。Ann Arbor, MI：University of Michigan。  new window
2.陳正昌、程炳林、陳新豐、劉子鍵(2005)。多變量分析方法：統計軟體應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
3.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。  new window
4.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
5.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
6.Noels, K.(2001)。New orientations in language learning motivation: Towards a model of intrinsic, extrinsic and integrative orientations and motivation。Motivation and second language acquisition。Honolulu。  new window
其他
1.吳靜吉，余民寧，陳嘉成，林偉文(1999)。內隱智力理論量表的建立與修訂。  延伸查詢new window
2.吳靜吉，余民寧，陳嘉成，林偉文(1999)。內隱智力理論量表的建立與修訂。  延伸查詢new window
圖書論文
1.Linnenbrink, E. A.、Pintrich, P. R.(2001)。Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses。Motivation in learning contexts: Theoretical advances and methodological implications。New York, NY：Pergamon。  new window
2.Noels, K. A.(2001)。New Orientations in Language Learning Motivation: Towards a Model of Intrinsic, Extrinsic, and Integrative Orientations and Motivation。Motivation and Second Language Acquisition。Honolulu, Hawaii：University of Hawaii, Second Language Teaching and Curriculum Center。  new window
 
 
 
 
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