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題名：國中生自我決定動機、目標導向與動機涉入之關係
書刊名：教育心理學報
作者：張映芬／程炳林 引用關係
作者(外文)：Chang, Ying-fen／Cherng, Biing-lin
出版日期：2015
卷期：46:4
頁次：頁541-564
主題關鍵詞：目標導向；自主動機；自我決定動機；受抑制動機；動機涉入；Autonomous motivation；Controlled motivation；Goal orientation；Motivational engagement；Self-determination motivation
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相關次數：
  • 被引用次數被引用次數:期刊(5) 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:3
  • 共同引用共同引用:119
  • 點閱點閱:51
自我決定動機和目標導向理論在學習動機領域各有其深厚的理論基礎與豐碩的實徵研究結果。雖然有學者主張二者間有關聯，但目前少有實徵研究探討二者之關係。因此本研究採SEM方法，抽取台灣地區1305名國二學生為樣本，分析自我決定動機、目標導向與動機涉入之關係。研究結果顯示：本研究所建構自我決定動機、目標導向與動機涉入之關係模式獲得觀察資料支持；國中生的自主動機正向預測其趨向精熟、逃避精熟、趨向表現目標，負向預測其逃避表現目標；國中生的受抑制動機正向預測其逃避精熟、趨向表現、逃避表現目標，負向預測其趨向精熟目標；國中生的趨向精熟、趨向表現目標正向預測其適應性動機涉入，逃避表現目標負向預測其適應性動機涉入；而國中生的逃避表現目標能正向預測其不適應性動機涉入，趨向表現目標負向預測其不適應性動機涉入。此外，變項關係強度的分析結果大致上支持本研究的各項假設。本研究根據研究結果在理論及實務上的涵義進行討論，並提出未來的建議。
Both self-determination theory and goal orientation theory are based in a sound theoretical foundation and have found wide empirical support. Although some scholars proposed that these two theories are related, few empirical studies have explored the relations between them. Therefore, the main purpose of this study was to examine the model on the associations among self-determination motivation, goal orientation, and motivational engagement through a structural equation modeling approach. The participants were 1305 junior high school students. In general, results supported all hypotheses. First of all, autonomous motivation positively predicted approach-mastery, avoidance-mastery, and approach-performance goals, and negatively predicted avoidance-performance goals. Controlled motivation positively predicted avoidance-mastery, approach-performance, and avoidance-performance goals, and negatively predicted approach-mastery goals. Next, approach-mastery and approach-performance goals positively predicted adaptive motivational engagement and approach-performance goals negatively predicted maladaptive motivational engagement. Finally, avoidance-performance goals negatively predicted adaptive motivational engagement and positively predicted maladaptive motivational engagement. Based on the findings in this research, implications for theory, practice and further research were discussed.
期刊論文
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4.Ames, C.(1992)。Classroom: Goal, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
5.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
6.Kim, J.、Schallert, D. L.、Kim, M.(2010)。An integrative cultural view of achievement motivation: parental and classroom predictors of children’s goal orientations when learning Mathematics in Korea。Journal of Educational Psychology，102(2)，418-437。  new window
7.Roth, G.、Assor, A.、Niemiec, C. P.、Ryan, R. M.、Deci, E. L.(2009)。The emotionl and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices。Developmenal Psychology，45(4)，1119-1142。  new window
8.Shahar, G.、Henrich, C. C.、Blatt, S. J.、Ryan, R. M.、Little, T. D.(2003)。Interpersonal relatedness, self-definition, and motivational orientation during adolescence: A theoretical and empirical investigation。Developmental Psychology，39(3)，470-483。  new window
9.Hoogland, Jeffrey J.、Boomsma, Anne(1998)。Robustness Studies in Covariance Structure Modeling: An Overview and a Meta-analysis。Sociological Methods and Research，26(3)，329-367。  new window
10.Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。  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.林宴瑛、程炳林(20071200)。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39(2)，173-194。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.張映芬、程炳林(20111200)。國中生動機涉入之分類結構及其相關因素探討。教育心理學報，43(2)，521-546。new window  延伸查詢new window
15.劉佩雲(20090700)。目標導向與趨向或逃避行為之關係探討。課程與教學，12(3)，213-240。new window  延伸查詢new window
16.Elliot, A. J.、Murayama, K.、Pekrun, R.(2011)。A 3×2 achievement goal model。Journal of Educational Psychology，103(3)，632-648。  new window
17.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
18.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
19.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
20.Ntoumanis, N.(2005)。A prospective study of participation in optional School physical education using a self-determination theory framework。Journal of Educational Psychology，97(3)，444-453。  new window
21.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
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.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
24.Huang, C. J.(2012)。Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis。Journal of Educational Psychology，104(1)，48-73。  new window
25.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
26.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
27.Pintrich, Paul R.(2004)。A conceptual framework for assessing motivation and self-regulated learning in college students。Educational Psychology Review，16(4)，385-407。  new window
28.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
29.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
30.Vallerand, R. J.、Pelletier, L. G.、Blais, M. R.、Brière, N. M.、Senécal, C.、Vallières, E. F.(1992)。The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education。Educational and Psychological Measurement，52(4)，1003-1017。  new window
31.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
32.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
33.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology，25(1)，54-67。  new window
34.施淑慎、曾瓊慧、蔡雅如(20070600)。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊，54(1)，31-57。new window  延伸查詢new window
35.Müller, Florian H.、Louw, Johann(2004)。Learning Environment, Motivation and Interest: Perspectives on Selfdetermination Theory。South African Journal of Psychology，34(2)，169-190。  new window
36.Vansteenkiste, M.、Lens, W.、De Witte, S.、De Witte, H.、Deci, E. L.(2004)。The 'why' and 'why not' of a job search behavior: Their relation to searching, unemployment experience and well-being。European Journal of Social Psychology，34，345-363。  new window
會議論文
1.Urdan, T.(2000)。The intersection of self-determination and achievement goal theories: Do we need to have goals?。The meeting of the American Educational Research Association。New Orleans, Louisiana。  new window
學位論文
1.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
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.Deci, E. L.、Ryan, R. M.(1991)。Intrinsic motivation and self-determination in human behavior。New York：Plenum。  new window
3.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
4.Kline, Rex B.(2005)。Principles and practice of structural equation modeling。New York, NY：Guilford Press。  new window
5.Deci, Edward L.、Ryan, Richard M.(2002)。Handbook of self-determination research。University of Rochester Press。  new window
6.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago：Scientific Software。  new window
圖書論文
1.Boekaerts, M.(2002)。The On-line Motivation Questionnaire: A self-report instrument to assess students’ context sensitivity。Advances in motivation and achievement: New directions in measures and methods。Greenwich, CT：JAI Press。  new window
2.Linnenbrink, E. A.、Pintrich, P. R.(2001)。Multiple goals, multiple context: The dymamic interplay between personal goals and contextual goal stress。Motivation in learning context: Theoretical advances and methodological implications。New York, NY：Pergamon。  new window
3.Elliot, Andrew J.(1997)。Integrating the ''Classic'' and ''Contemporary'' Approaches to Achievement Motivation: A Hierarchical Model of Approach and Avoidance Achievement Motivation。Advances in Motivation and Achievement。Greenwich, CT：JAI Press。  new window
4.Elliot, A. J.、McGregor, H. A.、Thrash, T. M.(2002)。The Need For Competence。Handbook of self-determination research。Rochester：University of Rochester Press。  new window
5.Vallerand, Robert J.(1997)。Toward a hierarchical model of intrinsic and extrinsic motivation。Advances in Experimental Social Psychology。Academic Press。  new window
6.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
7.Koestner, R.、Losier, G. F.(2002)。Distinguishing three ways of being highly motivated。Handbook of self-determination research。Rochester, NY：University of Rochester press。  new window
 
 
 
 
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