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題名：環境目標結構、自我決定動機與學業情緒之關係
書刊名：教育心理學報
作者：簡嘉菱／程炳林 引用關係
作者(外文)：Chien, Chia-ling／Cherng, Bing-lin
出版日期：2013
卷期：44:3
頁次：頁713-733
主題關鍵詞：心理需求；自我決定動機；學業情緒；環境目標結構；Academic emotion；Environmental goal structure；Psychological need；Self-determined motivation
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(16) 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:15
  • 共同引用共同引用:139
  • 點閱點閱:235
本研究試圖結合環境目標結構、自我決定理論與學業情緒的認知-動機模式建構自我決定動機歷程模式，目的在驗證此模式是否與觀察資料適配，並分析環境目標結構、自我決定動機與學業情緒之關係。為達研究目的，本研究抽取台灣地區11所學校共707名八年級國中生為研究樣本。本研究的發現如下：一、自我決定動機歷程模式可用來解釋國內國中生的觀察資料；二、就兩種環境目標結構對於自我決定動機歷程、學業情緒歷程及學業成就的效果值而言，精熟目標結構比表現目標結構有較大的影響；三、在自我決定動機歷程中，勝任感對自主動機的全體效果最大；四、自主動機對學業情緒、認知—動機變項、學業成就有正向的全體效果；五、學業情緒對認知-動機變項、學業成就有正向的全體效果；而認知—動機變項對學業成就亦有正向的全體效果。本研究根據研究結果提出建議，以提供未來研究及國中教學輔導之參考。
This present study included environmental goal structure, self-determination theory and the model of academic emotions cognitive-motivational that constructed the self-determined motivation process model. The aims of this study were to test if the data-model fit the data observed and to examine the relationships among environmental goal structure, self-determined motivation and academic emotions. In order to fulfill the goal, participants included 707 eighth grade junior high school students from 11 schools in Taiwan. The results of this study were: (a) The self-determined motivation process model constructed in this study could be used to well explain the empirically observed data in this sample of students in Taiwan. (b) The data analyses showed that Mastery goal structure, compared to performance goal structure, had more positive total effects on the self-determination motivation process, the process of academic emotion process, and academic outcomes than Performance goal structure. (c) Students' sense of competence had the strongest effect on the autonomous motivation. (d) The Autonomous motivation had positive total effect on the academic emotions, cognitive-motivational variables, and academic outcomes. (e) The Academic emotions had positive total effect on cognitive-motivational variables and academic outcomes, and cognitive-motivational variables had positive total effect on academic outcomes. Based on the findings of this study, suggestions were made for future research, as well as implications for junior high school teaching and educational guidance.
期刊論文
1.Guay, F.、Chanal, J.、Ratelle, C. F.、Marsh, H. W.、Larose, S.、Boivin, M.(2010)。Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children。British Journal of Educational Psychology，80(4)，711-735。  new window
2.Katartzi, E .S.、Vlachopoulos, S. P.(2011)。Motivating children with developmental coordination disorder in school physical education: The self-determination theory approach。Research in Developmental Disabilities: A Multidisciplinary Journal，32，2674-2682。  new window
3.Lavigne, G. L.、Vallerand, R. J.、Miquelon, P.(2007)。A motivational model of persistence in science education: A self-determination theory approach。European Journal of Education，22(351)，369。  new window
4.Nitsche, S.、Dickhäuser, O.、Fasching, M. S.、Dresel, M.(2011)。Rethinking teachers' goal orientations: Conceptual and methodological enhancements。Learning and Instruction，21(4)，574-586。  new window
5.Shih, Shu-Shen(2008)。The relation of self-determination and achievement goals to taiwanese eighth graders' behavioral and emotional engagement in schoolwork。The Elementary School Journal，108(4)，313-334。  new window
6.Sorebo, O.、Halvari, H.、Gulli, V. F.(2009)。The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology。Computers and Education，53，1177-1187。  new window
7.Zhao, Ling.、Lu, Yaobin.、Wang, Bin.(2011)。What makes them happy and curious online? An empirical study on high school students’ internet use from a self-determination theory perspective。Computers and Education，56，346-356。  new window
8.Pekrun, Reinhard(1992)。The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators。Applied Psychology: An International Review，41(4)，359-376。  new window
9.Deci, E. L.、Ryan, R. M.、Williams, G. C.(1996)。Need satisfaction and the self-regulation of leaaming。Learning and Individual Differences，8，165-183。  new window
10.Fortier, M. S.、Vallerand, R. J.、Guay, F.(1995)。Academic Motivation and School Performance: Toward a Structural Model。Contemporary Educational Psychology，20(3)，257-274。  new window
11.程炳林(2003)。四向度個人目標導向模式之研究。師大學報：教育類，48(1)，15-40。  延伸查詢new window
12.侯玫如、程炳林、于富雲(20040300)。國中生多重目標導向與其自我調整學習之關係。教育心理學報，35(3)，221-247。new window  延伸查詢new window
13.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping and Achievement Goals: A Further Examination。Contemporary Educational Psychology，26(1)，61-75。  new window
14.Ryan, R. M.、Connell, J. P.(1989)。Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains。Journal of Personality and Social Psychology，57(5)，749-761。  new window
15.Vallerand, R. J.、Fortier, M. S.、Guay, F.(1997)。Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout。Journal of Personality and Social Psychology，72(5)，1161-1176。  new window
16.Midgley, C.、Arunkumar, R.、Urdan, T.(1996)。"If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping behavior。Journal of Educational Psychology，88，423-434。  new window
17.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
18.施淑慎(20080600)。學習情境中之自主支持與國中生成就相關歷程間關係之探討。教育與心理研究，31(2)，1-26。new window  延伸查詢new window
19.Wolters, Christopher A.(2004)。Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement。Journal of Educational Psychology，96(2)，236-250。  new window
20.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
21.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
22.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
23.Rubio, Doris McGartland、Berg-Weger, Maria、Tebb, Susan S.(2001)。Using structural equation modeling to test for multidimensionality。Structural Equation Modeling: A Multidisciplinary Journal，8(4)，613-626。  new window
24.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
25.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
26.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
27.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
28.Deci, Edward L.、Ryan, Richard M.(2000)。The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior。Psychological Inquiry，11(4)，227-268。  new window
會議論文
1.楊岫穎、程炳林(2003)。國中生自我設限的情境及歷程因素之探討。中國心理學會第42屆年會，輔仁大學 。  延伸查詢new window
2.Deci, E. L.、Ryan, R. M.(1991)。A motivational approach to self: Integration in personality。Lincoln, NE：University of Nebraska Press。237-288。  new window
學位論文
1.陳虹瑾(2007)。國中生社會目標歷程分析：環境-社會與成就目標模式之檢驗(碩士論文)。國立成功大學。  延伸查詢new window
2.賴美璇(2006)。動機調整策略融入英語科之教學效果(碩士論文)。國立成功大學。  延伸查詢new window
3.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
4.陳秀惠(2010)。國中生自我決定動機之發展模式及其相關因素探討(碩士論文)。國立成功大學。  延伸查詢new window
5.施怡如(2011)。國中生個人目標導向與考試情緒之關係：知覺的測驗威脅與情緒調整之調節效果分析(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
2.張春興、林清山(1986)。教育心理學。台北：東華書局。  延伸查詢new window
3.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
4.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。  new window
5.Deci, Edward L.、Ryan, Richard M.(2002)。Handbook of self-determination research。University of Rochester Press。  new window
6.Deci, Edward L.(1975)。Intrinsic Motivation。Plenum Press。  new window
7.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
8.Cohen, Jacob(1988)。Statistical power analysis for the behavioral sciences。Academic Press。  new window
其他
1.Joreskog, K. G.，Sorbom, I.(2001)。LISREL (Version 8.51)，Chicago, IL：Scientific Software International。  new window
圖書論文
1.Pekrun, Reinhard(2000)。A social-cognitive, control-value theory of achievement emotions。Motivational Psychology of Human Development。Elsevier Science。  new window
 
 
 
 
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