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題名：國小教師目標導向、自我調整策略與教師效能之相關研究
書刊名：教育研究論壇
作者：黃鈺雯
作者(外文)：Huang, Yu-wen
出版日期：2013
卷期：5:1
頁次：頁65-84
主題關鍵詞：目標導向；自我調整策略；教師效能；Goal-orientation；Self-regulated strategies；Teacher efficacy
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(0) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:319
  • 點閱點閱:69
本研究旨在瞭解國小教師目標導向、自我調整策略與教師效能之現況與相關情形。以高雄市教師為研究對象，依學校規模選擇學校，再進行隨機抽樣。研究工具為自編之「國小教師目標導向、自我調整策略與教師效能現況調查問卷」。回收有效樣本415份，有效率83%。以ANOVA、積差相關、逐步迴歸等分析，結果歸納如下：一、國小教師目標導向、自我調整策略、教師效能之表現在中等以上。二、不同年資、職務、學校規模之教師在目標導向上有差異。三、不同年資之教師在自我調整策略上有差異。四、不同年資、職務之教師在教師效能上有差異。五、目標導向、自我調整策略與教師效能三者間有正相關。六、表現目標導向與自我調整策略對教師效能具有預測力。
The purpose of this study is to understand the the current status and relationship of elementary school teachers' goal-orientation, self-regulated strategies, and teacher efficacy. The personal backgrounds of elementary school teachers are gender, seniority, designated duty, education, and school size. It first analyzes the differences of various personal backgrounds in goal-orientation, self-regulated strategies, and teacher efficacy, and next investigates relationship among these three variables. This study chooses elementary teachers in Kaohsiung as participants through strtified random sampling. The instruments are questionnaires developed through preliminary test and implemented. 415 effective questionnaires are returned and evaluated in this study. The effective rate of return is about 83%. The statistical methods adopted here are Means, Standard Deviation, t-test, one-way ANOVA, Scheffé posterior comparison, Pearson's Product-Moment Correlations, and multiple regression to analyze data. The conclusions are as follows:1. The situation of teachers' Goal-orientation is over the medium level.2. The situation of teachers' self-regulated strategies is over the medium level.3. The situation of teachers' teacher efficacy is over the medium level.4. There were significant differences in the variables of teachers' seniority, designated duty, and school size on teachers' goal-orientation.5. Teachers with different seniority have different degrees of self-regulated strategies.6. There were significant differences in the variables of teachers' seniority, designated duty on teacher efficacy.7. All the dimensions of teachers' goal-orientation are correlated positively with all the dimensions of teacher efficacy.8. All the dimensions of teachers' goal-orientation are correlated positively with all the dimensions of self-regulated strategies.9. All the dim ensions of teachers' self-regulated strategies are correlated positively with all the dimenions of teacher efficacy.10. Goal-orientation and self-regulated strategies are significantly positive predictors of the ability of teacher efficacy.
期刊論文
1.黃素芬(20050500)。自設目標、自我效能及自我監控對桌球自我調整學習的影響。臺灣運動心理學報，6，1-30。new window  延伸查詢new window
2.Elliot, A. J.、Niesta, D.(2009)。Goals in the context of the hierarchical model of approach-avoidance motivation。The Psychology of Goals，56-76。  new window
3.Kramarski, B.、Michalsky, T.(2009)。Investigating preservice teachers' professional growth in self-regulated learning environments。Journal of Educational Psychology，101(1)，761-175。  new window
4.Hassin, R.、Aarts, H.、Ferguson, M. J.(2005)。Automatic goal inferences。Journal of Experimental Social Psychology，41(2)，129-140。  new window
5.Tuominen-Soini, Heta、Salmela-Aro, Katariina、Niemivirta, Markku(2008)。Achievement goal orientations and subjective well-being: A person-centred analysis。Learning and Instruction，18(3)，251-266。  new window
6.Poortvliet, P. M.、Janssen, O.、Van Yperen, N. W.、Van de Vliert, E.(2007)。Achievement goals and interpersonal behavior: How mastery and performance goals shape information exchange。Personality and Social Psychology Bulletin，33(10)，1435-1447。  new window
7.Sitzmann, T.、Ely, K.(2011)。A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go。Psychological Bulletin，137(3)，421-442。  new window
8.Brett, Joan F.、VandeWalle, Don(1999)。Goal Orientation and Goal Content as Predictors of Performance in a Training Program。Journal of Applied Psychology，84(6)，863-873。  new window
9.Caprara, G. V.、Fida, F.、Bove, G. D.、Vecchione, M.、Vecchio, G. M.、Barbaranelli, C.、Bandura, A.(2008)。Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement。Journal of Educational Psychology，100(3)，525-534。  new window
10.Boekaerts, M.、Corno, L.(2005)。Self-Regulation in the classroom: A perspective on assessment and intervention。Applied Psychology: An International Review，54(2)，199-231。  new window
11.Zimmerman, B. J.、Bandura, A.(1994)。Impact of Self-regulatory Influences on Writing Course achievement。American Educational Research Journal，31(4)，845-862。  new window
12.吳青蓉、張玉茹、羅廷瑛(20090700)。幼保系學生的英語學習動機、行動控制、後設認知及其學業成就之相關研究。慈濟大學教育研究學刊，5，55-82。  延伸查詢new window
13.黃儒傑(20080900)。新手教師成就目標導向、自我調整策略及其教學承諾之研究：以臺中縣市幼稚園為例。國民教育研究學報，21，31-62。new window  延伸查詢new window
14.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
15.Ertmer, P. A.、Newby, T. J.、MacDougall, M.(1996)。Students' Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation。American Educational Research Journal，33(3)，719-752。  new window
16.吳青蓉、張景媛(20031200)。國中生英語學習歷程模式之驗證。教育心理學報，35(2)，121-140。new window  延伸查詢new window
17.邱錦昌、方芳蘭、張淑瑜(20040800)。國民中小學教師效能與教師教學檢視量表之建構。育達學院學報，8，21-45。  延伸查詢new window
18.林進材(20010600)。教學效能研究的取向、典範及趨勢之探析。初等教育學報，14，105-135。new window  延伸查詢new window
19.顏銘志(19970300)。國民小學教師教學信念、教師效能與教學行為之相關研究。國民教育研究，1，263-294。  延伸查詢new window
20.李新民、陳密桃(20070600)。實用智能、目標導向、自我效能對工作表現之影響探析：以幼兒教師為例。教育學刊，28，63-99。new window  延伸查詢new window
21.孫志麟(20030400)。教師自我效能的概念與測量。教育心理學報，34(2)，139-156。new window  延伸查詢new window
22.孫志麟(19950700)。教師效能的研究途徑與評量理念。教育資料與研究，5，67-75。new window  延伸查詢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.Zimmerman, Barry J.、Martinez-Pons, Manuel(1990)。Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use。Journal of Educational Psychology，82(1)，51-59。  new window
25.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
26.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
27.陳萩卿、張景媛(20070900)。知識信念影響學習運作模式之驗證。教育心理學報，39(1)，23-43。new window  延伸查詢new window
學位論文
1.李莉莉(2003)。台北市國民小學激勵策略與教師效能之研究(碩士論文)。國立臺北師範學院，臺北市。  延伸查詢new window
2.曾懷萱(2011)。新北市國民中學教師終身學習素養與教師效能關係之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.李佩倫(2009)。行動控制策略與學習行為之關係：以三個偏好子系統為基礎(碩士論文)。國立成功大學。  延伸查詢new window
4.路婉林(2010)。國小教師人格特質與教師效能之相關研究--以台南市教師為例(碩士論文)。國立臺中教育大學。  延伸查詢new window
5.李欣慧(2006)。教師情緒智慧、教師權能與教師效能感之相關研究--以桃園縣公立國民小學教師為例(碩士論文)。國立中央大學。  延伸查詢new window
6.邱志鑫(2004)。國民中學教師知識管理認知與教師效能相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
7.張憲卿(2002)。大學生行動控制之研究：學習動機之機轉(碩士論文)。國立成功大學，臺南市。  延伸查詢new window
8.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
9.林桑瑜(2002)。高中生自我調整學習策略之研究(碩士論文)。國立成功大學。  延伸查詢new window
10.劉玉珍(2005)。國民中學組織學習與教師效能感關係之研究(碩士論文)。國立中正大學，嘉義縣。  延伸查詢new window
11.黃儒傑(2002)。國小初任教師教學信念、教學成敗歸因及其有效教學表現之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
12.王受榮(1992)。我國國民中小學教師效能感及其影響因素之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Dweck, Carol S.、李明(2000)。心態致勝。台北：大塊文化。  延伸查詢new window
2.Gagne, E. D.、Yekovich, C. W.、Yekovich, F. R.、丘修平(1998)。教學心理學：學習的認知基礎。臺北：遠流。  延伸查詢new window
3.吳明隆(2007)。SPSS操作與應用：問卷分析與應用統計。臺北：五南。  延伸查詢new window
圖書論文
1.Winne, P. H.、Hadwin, A. F.(2008)。The weave of motivation and self-regulated learning。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
2.Cervone, D.、Mor, N.、Orom, H.、Shadel, W. G.、Scott, W. D.(2004)。Self-efficacy beliefs and architecture of personality--On knowledge, appraisal, and self-regulation。Handbook of Self-Regulation: Research, Theory, and Applications。New York, NY：Guilford Press。  new window
3.Grant, H.、Gelety, L.(2009)。Goal context theories--Why differences in what we are striving for matter。The Psychology of Goals。New York, NY：Guilford Press。  new window
4.Kuhl, J.(1985)。Volitional mediators of cognition-behavior constancy: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。Berlin：Springer-Verlag。  new window
5.Schunk, D. H.、Ertmer, P. A.(2000)。Self-regulation and academic learning--Self-efficacy enhancing interventions。Handbook of Self-Regulation。San Diego, Calif：Elsevier Academic Press。  new window
6.Zimmerman, B. J.、Schunk, D. H.(2004)。Self-regulating intellectual processes and outcomes: A social cognitive perspective。Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development。Mahwah, NJ：Lawrence Erlbaum。  new window
7.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
 
 
 
 
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