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題名：體育系學生術科與學科之目標取向、自我效能與自我設限的交互作用
書刊名：大專體育學刊
作者：錢豪君／高三福 引用關係／黃芳進 引用關係
作者(外文)：Chian, Heo-chun／Kao, San-fu／Huang, Fang-jing
出版日期：2014
卷期：16:2
頁次：頁202-214
主題關鍵詞：自我價值；自我調整；學習動機；學習態度；Self-worth；Self-regulation；Learning motivation；Learning attitude
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 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:163
  • 點閱點閱:38
本研究目的為探討體育系學生學科與術科之目標取向、自我效能與自我設限的關係，釐清學科目標取向與術科自我效能對學科自我設限的交互作用，以及術科目標取向與學科自我效能對術科自我設限的交互作用。經臺灣北部與南部三所國立大學的體育系大學部一到四年級學生為研究對象，以相隔一週分二次的方式進行學科與術科的問卷調查，分別測量學科與術科之目標取向、自我效能及自我設限，得到有效資料共354份。研究結果顯示：第一，不論是在術科或學科，自我效能和工作取向的交互作用能顯著預測自我設限。第二，術科自我取向與學科自我效能的交互作用顯著預測術科自我設限。本研究有三點結論，首先，以目標取向、自我效能與自我設限，有助於瞭解體育系學生在術科與學科的學習動機與學習態度。其次，不論是術科或學科，自我效能會和工作取向發生交互作用，降低自我設限的學習態度。最後，學科自我效能會和術科自我取向產生交互作用，使學生陷入自我調整的困境，提高術科的自我設限。
The purpose of this study was to examine the relationships among goal orientation, self-efficacy and self-handicapping in students, whose major is physical education (PE). We further examined the interaction of sports goal orientation and academic self-efficacy on sports self-handicapping, and demonstrated the interaction of academic goal orientation and sports self-efficacy on academic self-handicapping. Data were collected with one week separation in academic and sports disciplines from 3 diverse samples of university students, who were major in PE (N = 354). Results revealed that the interaction of task-orientation and self-efficacy was significantly predicted the self-handicapping, which was observed in both academic and sports. The interaction of sport ego-orientation and academic self-efficacy significantly predicted the sport self-handicapping. Three conclusions from this study were as follows; first, goal orientation, self-efficacy, and self-handicapping were useful to understand the PE students' learning motivation and attitude in both sports and academic fields. Second, the learning self-efficacy could be generalized, and decrease self-handicapping for sports and academic disciplines. Third, academic self-efficacy was interactive with sports ego-orientation, which maybe probable in self-regulation pitfalls, and needed more reasons to explain his/her failure in sports.
期刊論文
1.Chu, A. H. C.、Choi, J. N.(2005)。Rethinking Procrastination: Positive Effects of Active Procrastination Behavior on Attitudes and Performance。The Journal of Social Psychology，145(3)，245-264。  new window
2.Wolters, Christopher A.(2003)。Understanding Procrastination from A Self-regulated Learning Perspective。Journal of Educational Psychology，95(1)，179-187。  new window
3.Ntoumanis, N.、Biddle, S. J. H.(1999)。A review of motivational climate in physical activity。Journal of Sports Sciences，17(8)，643-665。  new window
4.Castella, K.、Byrne, D.、Covington, M.(2013)。Unmotivated or motivated to fail? A crosscultural study of achievement motivation, fear of failure, and student disengagement。Journal of Educational Psychology，105(3)，861-880。  new window
5.Fan, J.、Meng, H.、Billings, R. S.、Litchfield, R. C.、Kaplan, I.(2008)。On the role of goal orientation traits and self-efficacy in the goal-setting process: Distinctions that make a difference。Human Performance，21(4)，354-382。  new window
6.Gadbois, S. A.、Sturgeon, R. D.(2011)。Academic self-handicapping: Relationships with learning specific and general self perceptions and academic performance over time。British Journal of Educational Psychology，81(2)，207-222。  new window
7.Hirt, E. R.、McCrea, S. M.、Borie, H. I.(2003)。“I know you self-handicapped last exam”: Gender differences in reactions to self-handicapping。Journal of Personality and Social Psychology，84(1)，177-193。  new window
8.Naghsh, Z.、Tababaee, M. G.、Tarkhan, R. A.(2011)。Structural model of the relationship between selfefficacy perceived instrumentality and academic achievement: Investigating the mediating role of self-regulating learning。Advances in Cognitive Science，12(4)，1-9。  new window
9.Urdan, T.(2004)。Predictors of academic selfhandicapping and achievement: Examining achievement goals, classroom goal structures, and culture。Journal of Educational Psychology，96(3)，251-264。  new window
10.Ford, J. K.、Smith, E. M.、Weissbein, D. A.、Gully, S. M.、Salas, E.(1998)。Relationships of Goal Orientation, Metacognitive Activity, and Practice Strategies With Learning Outcomes and Transfer。Journal of Applied Psychology，83(2)，218-233。  new window
11.林宜信、葉美玲、陳興夏、陳靜修(20060700)。中醫護理動畫情境多媒體之學習自我效能。醫護科技學刊，8(3)，169-176。new window  延伸查詢new window
12.Crocker, J.、Brook, A. T.、Niiya, Y.、Villacorta, M.(2006)。The pursuit of self-esteem: Contingencies of self-worth and self-regulation。Journal of Personality，74(6)，1749-1771。  new window
13.Crocker, J.、Wolfe, C. T.(2001)。Contingencies of self-worth。Psychological Review，108(3)，593-623。  new window
14.Martin, A. J.、Marsh, H. W.、Williamson, A.、Debus, R. L.(2003)。Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students。Journal of Educational Psychology，95(3)，617-628。  new window
15.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
16.梁茂森(19980600)。國中生學習自我效能量表之編製。教育學刊，14，155-192。new window  延伸查詢new window
17.季力康、黃振興(19941200)。運動目標取向量表的建構效度--驗證性因素分析的應用。體育學報，18，299-309。new window  延伸查詢new window
18.Dierdorff, E. C.、Surface, E. A.、Brown, K. G.(2010)。Frame-of-reference training effectiveness: Effects of goal orientation and self-efficacy on affective, cognitive, skill-based, and transfer outcomes。Journal of Applied Psychology，95(6)，1181-1191。  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.Bandura, Albert(2006)。Toward a psychology of human agency。Perspectives on Psychological Science，1(2)，164-180。  new window
21.楊珮琳、林靜萍(20090600)。師範校院體育系學生生涯發展與生涯阻隔。體育學報，42(2)，67-80。new window  延伸查詢new window
22.連廷嘉(20041200)。青少年網路成癮行為成因之質性分析研究。屏中學報，12，5-26。  延伸查詢new window
23.Crocker, J.、Luhtanen, R. K.、Cooper, M. L.、Bouvrette, A.(2003)。Contingencies of self worth in college students: Theory and measurement。Journal of Personality and Social Psychology，85，894-908。  new window
學位論文
1.沈慧君(2008)。成就目標和能力知覺對競技倦怠及自我設限之預測研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
圖書
1.Covington, Martin V.(1992)。Making the grade: A self-worth perspective on motivation and school reform。Cambridge：Cambridge University Press。  new window
2.Nicholls, John G.(1989)。The competitive ethos and democratic education。Harvard University Press。  new window
3.Jaccard, J.、Turrisi, R.(2003)。Interaction effects in multiple regression。Sage。  new window
4.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
5.Tabachnick, B. G.、Fidell, L. S.(2001)。Using multivariate statistics。Boston：Allyn and Bacon Boston。  new window
圖書論文
1.Duda, J. L.、Balaguer, I.(2007)。Coach-created motivational climate。Social Psychology in Sport。Champaign, IL：Human Kinetics。  new window
 
 
 
 
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