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題名：四分法成就需求架構之驗證及其對成就目標導向模式的調節效果
書刊名：教育心理學報
作者：江民瑜／程炳林 引用關係
作者(外文)：Chiang, Min-yu／Cherng, Biing-lin
出版日期：2011
卷期：43:2
頁次：頁397-418
主題關鍵詞：不適應性學習組型；四分法成就需求；個人目標導向；適應性學習組型；課室目標結構；Adaptive and maladaptive patterns of learning；Classroom goal structure；Individual goal orientation；Quadripolar framework of need for achievement
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  • 被引用次數被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:203
  • 點閱點閱:86
本研究主要目的有（1）檢驗四分法成就需求在適應性與不適應性學習組型的差異情形；（2）分析四分法成就需求對成就目標導向模式的調節作用。樣本選取共抽取高雄市16所國中63個班級1780名學生，蒐集的資料以多變量變異數分析、結構方程模式多樣本分析進行統計考驗。研究結果顯示（1）求成需求與避敗需求呈低度負相關，支持四分法成就需求的觀點；（2）在適應性學習組型的興趣與自我效能，成功導向組顯著高於過分努力組；在成功期望，失敗逃避組顯著高於失敗接受組；在不適應性學習組型的自我設限與逃避生疏，過分努力組顯著高於成功導向組；在逃避生疏，失敗逃避組顯著高於失敗接受組；（3）多樣本分析結果顯示，四組在精熟課室目標結構影響個人精熟目標導向有顯著差異。最後，根據研究結果提出相關課室實務與未來研究建議。
This study aims at testing: (a) the application of a quadripolar framework of need for achievement to differentiate students with adaptive and maladaptive patterns of learning; (b) the moderating effect of the achievement need model on achievement goal orientation. The sample consisted of 1780 seventh-to-ninth graders representing 63 classrooms from 16 schools in Kaohsiung City. Multivariate analyses and structural equation modeling using multi samples were conducted. Results indicated: (a) a low and negative correlation between success achievement need and failure avoidance need, which confirms the hypothesis of the quadripolar model; (b) In the adaptive patterns of learning group, success-oriented individuals were significantly higher than overstrivers on academic interest and self-efficacy, and failure-avoiders were significantly higher than failure-acceptants on the expectance of success; (c) In the maladaptive patterns of learning group, overstrivers were significantly higher than success-oriented individuals on self-handicapping and novelty avoidance, and failure-avoiders were significantly higher than failure-acceptants on novelty avoidance; (d) results of multi-sample analysis indicated that the structural parameters on the model of achievement goal orientation were significantly different among the four groups. The results and implications for intervention and future research were addressed.
期刊論文
1.Midgley, C.、Kaplan, A.、Middleton, M.(2001)。Performance-approach Goals: Good for What, for Whom, under What Circumstances, and at What Costs?。Journal of Educational Psychology，93(1)，77-86。  new window
2.Ryan, A. M.、Pintrich, P. R.、Midgley, C.(2001)。Avoiding seeking help in the classroom: Who and why?。Educational Psychology Review，13，93-114。  new window
3.Jöreskog, K. G.(1971)。Simultaneous factor analysis in several populations。Psychometrika，36(4)，409-426。  new window
4.Church, M. A.、Elliot, A. J.、Gable, S. L.(2001)。Perception of Classroom Environment, Achievement Goals, and Achievement Outcomes。Journal of Educational Psychology，93(1)，43-54。  new window
5.Elliot, Andrew J.、Thrash, Todd M.(2002)。Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals。Journal of Personality and Social Psychology，82(5)，804-818。  new window
6.Kaplan, A.、Midgley, C.(1997)。The effect of achievement goals: Does level of perceived achievement competence make a difference?。Contemporary Educational Psychology，22，415-435。  new window
7.Wolters, C. A.(2004)。Advancing achievement goals theory: Using goal structure and orientations to predict students' motivation, cognition, and achievement。Journal of Educational Psychology，96，236-250。  new window
8.Caraway, K.、Tucker, C. M.、Reinke, W. M.、Hall, C.(2003)。Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students。Psychology in the Schools，40(4)，417-427。  new window
9.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
10.Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology，94(1)，88-106。  new window
11.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping: What We Know, What More There Is to Learn?。Educational Psychology Review，13，115-138。  new window
12.Urdan, T.、Midgley, C.(2003)。Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence。Contemporary Educational Psychology，28(4)，524-551。  new window
13.Urdan, Tim、Midgley, Carol、Anderman, Eric M.(1998)。The Role of Classroom Goal Structure in Students' Use of Self Handicapping Strategies。American Educational Research Journal，35(1)，101-122。  new window
14.Covington, M. V.、Müeller, K. J.(2001)。Intrinsic versus extrinsic motivation: An approach/avoidance reformulation。Educational Psychology Review，13(2)，157-176。  new window
15.Harackiewicz, Judith M.、Barron, Kenneth E.、Tauer, John M.、Carter, Suzanne M.、Elliot, Andrew J.(2000)。Short-term and long-term consequences of achievement goals: Predicting interest and performance over time。Journal of Educational Psychology，92(2)，316-330。  new window
16.Hulleman, C. S.、Durik, A. M.、Schweigert, S. B.、Harackiewicz, J. M.(2008)。Task values, achievement goals, and interest: An integrative analysis。Journal of Educational Psychology，100(2)，398-416。  new window
17.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
18.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
19.Lau, S.、Nie, Y.(2008)。Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions。Journal of Educational Psychology，100(1)，15-29。  new window
20.Urdan, T. C.(2004)。Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(2)，251-264。  new window
21.李玫蓉、程炳林(20050900)。趨向表現目標的類別及其與適應性學習組型之關係。教育心理學報，37(1)，61-78。new window  延伸查詢new window
22.Bandalos, Deborah L.(2002)。The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling。Structural Equation Modeling，9(1)，78-102。  new window
23.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
24.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
25.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
26.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
27.陳嘉成(20021200)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25(下)，629-656。new window  延伸查詢new window
28.Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。  new window
29.彭淑玲、程炳林(20051000)。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。師大學報. 教育類，50(2)，69-95。new window  延伸查詢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.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
學位論文
1.彭月茵(2002)。目標層次、回饋訊息對數學工作表現與學習動機之效果 : 考量國中生的控制信念(碩士論文)。國立成功大學。  延伸查詢new window
2.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Schunk, Dale H.、Pintrich, Paul R.、Meece, Judith L.(2008)。Motivation in education: Theory, research, and applications。Pearson/Merrill Prentice Hall。  new window
2.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
3.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。  new window
4.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago：Scientific Software。  new window
5.Covington, M. V.、Omelich, C. L.(1991)。Need achievement revisited: Verification of Atkinson’s original 2*2 model. In C. D. Spielberger。Stress and emotion: Anxiety, anger, and curiosity。Washington, DC。  new window
圖書論文
1.Muthén, B. O.(2004)。Latent variable analysis: Growth mixture modeling and related techniques for longitudinal data。The Sage handbook of quantitative methodology for the social sciences。Newbury Park, CA：Sage Publications。  new window
2.Zimmerman, B. J.(2001)。Theories of self-regulated learning and academic achievement: An overview and analysis。Self-regulated learning and academic achievement: Theoretical perspectives。Mahwah, NJ：Lawrence Erlbaum Associates Publishers。  new window
3.Covington, M. V.、Roberts, B.(1994)。Self-worth and college achievement: Motivational and personality correlates。Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie。Erlbaum。  new window
 
 
 
 
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