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題名：環境目標結構與控制-價值信念對學業情緒之效果
書刊名：教育心理學報
作者：林宴瑛 引用關係／程炳林 引用關係
作者(外文)：Lin, Yen-ying／Cherng, Biing-lin
出版日期：2012
卷期：44:1
頁次：頁49-72
主題關鍵詞：控制-價值信念；學業情緒；環境目標結構；Academic emotion；Control-value belief；Environmental goal structure
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(21) 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:20
  • 共同引用共同引用:194
  • 點閱點閱:84
情緒對於學習十分重要，但相較於認知與動機，學業情緒仍未被廣泛探討。基於此，本研究目的如下：（1）考驗本研究所建構的「正/負向情緒控制－價值模式」是否受到觀察資料的支持；（2）分析環境目標結構對控制－價值信念的效果，及其透過控制－價值信念對學業情緒之間接效果；（3）驗證期望－價值理論主張之價值對於動機歷程影響較期望為大之論點。為完成上述研究目的，本研究抽取台灣地區635名國中生，接受「學業情緒量表」、「環境目標結構量表」與「控制－價值信念量表」的測量。所蒐集資料以結構方程模式、模式比較法進行分析。研究結果顯示：（1）正/負向情緒控制－價值模式具有理想的整體適配度與內在品質，適合用來解釋國中生的資料。（2）環境目標結構對控制－價值信念具有直接效果，並透過控制－價值信念對學業情緒產生開發效果。（3）工作價值對正向情緒的效果要比自我效能對正向情緒的效果大；兩者對負向情緒的效果則無不同。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來研究之建議。
The impact of emotions on learning is an important topic. Yet, compared to cognition and motivation constructs, academic emotion has not been widely explored. Therefore, the purpose of this study was to: (a) test the fit between empirically observed data and the control-value model of positive/negative emotions proposed by the authors; (b) analyze the effects of environmental goal structures on control-value beliefs and the indirect effects on academic emotions through control-value beliefs; and (c) confirm the proposition that value constructs has greater effect on motivational process than expectancy constructs of the expectancy-value theory. Participants were 635 junior high school students. The instruments used in this study included the Academic Emotion Scale, the Environmental Goal Structure Scale, and the Control-value Belief Scale Observed data were analyzed by SEM and model comparison approach. Results of this study were as follows: (a) There is adequate fit between the observed data and the theoretical models; (b) The environmental goal structures have direct effects on control-value beliefs, and have indirect effects on achievement emotions through control-value beliefs; (c) Task value has greater effect on positive emotions than self-efficacy; however, both of them have no difference in effects on negative emotions. Implications for theory, instructional intervention and future research are discussed.
期刊論文
1.Markus, Hazel Rose、Kitayama, Shinobu(1991)。Cultural and the Self: Implications for Cognition, Emotion, and Motivation。Psychological Review，98(2)，224-253。  new window
2.Linnenbrink, E. A.、Pintrich, P. R.(2002)。Achievement goal theory and affect: An asymmetrical bidirectional model。Educational Psychologist，37(2)，69-78。  new window
3.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
4.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
5.Bandalos, D. L.、Yates, K.、Thorndike-Christ, T.(1995)。Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety。Journal of Educational Psychology，87，611-623。  new window
6.Pekrun, R.、Goets, T.、Daniels, L. M.、Stupnisky, R. H.、Perry, R. P.(2010)。Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotions。Journal of Educational Psychology，102(3)，531-549。  new window
7.Midgley, Carol、Arunkumar, Revathy、Urdan, Timothy C.(1996)。"If I Don't Do Well Tomorrow, There's a Reason": Predictors of Adolescents' Use of Academic Self-Handicapping Strategies。Journal of Educational Psychology，88(3)，423-434。  new window
8.Goetz, T.、Frenzel, A. C.、Hall, N. C.(2007)。Between- and within domain relations of students' academic emotions。Journal of Educational Psychology，99(4)，715-723。  new window
9.Williams, T.、Williams, K.(2010)。Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations。Journal of Educational Psychology，102(2)，453-466。  new window
10.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
11.吳靜吉(20020900)。華人學生創造力的發掘與培育。應用心理研究，15，17-42。new window  延伸查詢new window
12.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。  new window
13.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
14.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
15.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
16.Pekrun, Reinhard、Elliot, Andrew J.、Maier, Markus A.(2006)。Achievement goals and discrete achievement emotions: A theoretical model and prospective test。Journal of Educational Psychology，98(3)，583-597。  new window
17.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
18.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
19.Hulleman, C. S.、Durik, A. M.、Schweigert, S. A.、Harackiewicz, J. M.(2008)。Task value, achievement goals, and interest: An Integrative analysis。Journal of Educational Psychology，100(2)，398-416。  new window
20.Krapp, A.(2005)。Basic needs and the development of interest intrinsic motivational orientations。Learning and Instruction，15(5)，381-395。  new window
21.Meinhardt, J.、Pekrun, R.(2003)。Attentional resource allocation to emotional events: An ERP study。Cognition and Emotion，17，477-500。  new window
22.Ng, F. F.、Pomerantz, E. M.、Lam, S.(2007)。European American and Chineses parents’ responses to children’s success and failure: Implication for children responses。Developmental Psychology，43(5)，1239-1255。  new window
23.Niemiec, C. P.、Ryan. R. M.、Deci, E. L.(2009)。The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post collage life。Journal of Research in Personality，43，291-306。  new window
會議論文
1.Nelson, J. M.、Hruda, L. Z.、Miggley, C.(2000)。The importance of parent achievement goals for their children。The annual meeting of the American Educational Research Association。New Orlearns。  new window
學位論文
1.李俊青(2007)。學業情緒歷程模式之分析(碩士論文)。國立成功大學。  延伸查詢new window
2.黃豊茜(2010)。學業情緒歷程模式：探析情緒調整策略的效果(碩士論文)。國立成功大學。  延伸查詢new window
3.林宴瑛(2006)。個人目標導向、課室目標結構與自我調整學習策略之關係及潛在改變量分析(碩士論文)。國立成功大學。  延伸查詢new window
4.楊岫穎(2003)。國中生自我設限的情境及歷程因素之研究(碩士論文)。國立成功大學。  延伸查詢new window
5.簡嘉菱(2009)。自我決定動機與學業情緒模式之探討(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.Jöreskog, K. G.、Sörbom, D.、du Toit, S.、du Toit, M.(1999)。LISREL 8: New statistical features。Chicago, IL：Scientific Software International。  new window
3.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
4.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago：Scientific Software。  new window
5.Pekrun, R.、Goets, T.、Perry, R. P.(2005)。Achievement emotions questionnaire (AEQ)--User's manual。Munich, Bavaria：Department of Psychology, University of Munich。  new window
其他
1.Jöreskog, K. G.，Sörbom, D.(2001)。LISREL (Version 8)，Chicago, IL。  new window
圖書論文
1.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。  new window
 
 
 
 
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