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題名：以多重目標觀點探討課室目標結構對國中生自我調整學習策略的影響：課室教學實驗研究
書刊名：教育心理學報
作者：林宴瑛 引用關係／彭淑玲 引用關係
作者(外文)：Lin, Yen-ying／Peng, Shu-ling
出版日期：2015
卷期：47:2
頁次：頁159-178
主題關鍵詞：自我調整學習策略；多重目標；課室目標結構；Classroom goal structures；Multiple goals；Self-regulated learning strategies
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(7) 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:7
  • 共同引用共同引用:159
  • 點閱點閱:68
課室目標結構的研究多探討「單一」而非「多重」課室目標結構對學習行為的效果。本研究採用教學實驗方法，同時探討單一的趨向精熟課室目標結構與多重課室目標結構對自我調整學習策略之影響，及此影響隨時間而改變之情形。為完成此研究目的，本研究抽取6個班級、共152位七年級學生參與此研究。研究以班級為單位進行實驗操弄，分為趨向精熟課室目標結構組、多重課室目標結構組與對照組三組，並於前/後/延後測三階段蒐集自我調整學習策略資料。研究結果顯示課室目標結構與測量階段在動機/情感調整與情境調整策略上的二因子交互作用達顯著。其中，多重課室目標結構對策略使用的保護效果最大，其能維持動機/情感調整與情境調整策略的使用，並對兩種策略產生延宕效果；其次為趨向精熟課室目標結構，其亦能維持動機/情感調整與情境調整策略的使用，但並無延宕效果；對照組在兩種策略的使用上則隨著時間呈現低水準或下降的趨勢。本研究依據研究結果提出建議，以作為提供國中教學學習輔導與未來研究之參考。
Considerable research has addressed which “single” type of classroom goal structure influences students’ learning behaviors instead of multiple classroom goal structures. In this study, the impacts of approach-mastery goal structure and multiple goal structure on self-regulated learning strategies (SRL) were compared and changes of these impacts over time wereinvestigated with a quasi-experimental approach. Six classes with 152 seventh-grade junior high school students in Taipei City participated in this study. All the classes were conducted as individual study groups for different manipulations, including 3 distinct levels: approach-mastery classroom goal structure, multiple classroom goal structure, and control group. The effects of classroom goal structures on SRL were examined at 3 stages: pre-test, post-test and delayed post-test. The results showed that there were significant two-way interactive effects between the classroom goal structures and measurement occasions on motivational/affective regulation (MR) and contextual regulation (CR) strategies. We found that multiple classroom goal structures had the best impact on students' adaption of SRL because of its positive effects on MR and CR for both the post-test and delayed post-test; approach-mastery goal structure had minor positive effects on MR and CR because of its positive effects for only the post-test and not delayed post-test; the average scores for MR and CR in the control group declined or showed low-levels with time. In the conclusion, the implication for the theory and research are discussed.
期刊論文
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3.Michou, A.、Mouratidis, A.、Lens, W.、Vansteenkiste, M.(2013)。Personal and contextual antecedents of achievement goals: Their direct and indirect relations to students' learning strategies。Learning and Individual Difference，23，187-194。  new window
4.Peng, S. L.、Cherng, B. L.、Chen, H. C.、Lin, Y. Y.(2013)。A model of contextual and personal motivations in creativity: How do the classroom goal structures influence creativity via self-determination motivations?。Thinking Skills and Creativity，10，50-67。  new window
5.Schwinger, M.、Stiensmeier-Pelster, J.(2011)。Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals。British Journal of Educational Psychology，81，680-699。  new window
6.Xiang, P.、Lee, A.(2002)。Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors。Research Quarterly for Exercise and Sport，73(1)，58-65。  new window
7.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do students avoid asking for help? An examination of the interplay among students' academic efficacy, teacher's social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
8.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
9.Wolters, C. A.、Daugherty, S. G.(2007)。Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level。Journal of Educational Psychology，99(1)，181-193。  new window
10.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
11.Pintrich, P. R.(1999)。Taking Control of Research on Volitional Control: Challenges for Future Theory and Research。Learning and Individual Differences，11(3)，335-355。  new window
12.Wolters, C. A.(2003)。Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning。Educational Psychologist，38(4)，189-205。  new window
13.Roeser, R. W.、Midgley, C.、Urdan, T. C.(1996)。Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging。Journal of Educational Psychology，88(3)，408-422。  new window
14.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
15.Harackiewicz, J. M.、Barron, K. E.、Elliot, A. J.(1998)。Rethinking achievement goals: When are they adaptive for college students and why?。Educational Psychologist，33(1)，1-21。  new window
16.Kaplan, A.、Gheen, M.、Midgley, C.(2002)。Classroom Goal Structure and Student Disruptive Behavior。British Journal of Educational Psychology，72(2)，191-211。  new window
17.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
18.Linnenbrink, E. A.(2005)。The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning。Journal of Educational Psychology，97(2)，197-213。  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.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
21.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
22.Otis, N.、Grouzet, F. M. E.、Pelletier, L. G.(2005)。Latent motivational change in an academic setting: A 3-year longitudinal study。Journal of Educational Psychology，97(2)，170-183。  new window
23.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
24.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
25.Murayama, K.、Elliot, A. J.(2009)。The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes。Journal of Educational Psychology，101(2)，432-447。  new window
26.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
27.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
28.程炳林(20020400)。多重目標導向、動機問題與調整策略之交互作用。師大學報. 教育類，47(1)，39-58。new window  延伸查詢new window
29.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
30.林易慧、程炳林(20060300)。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之交互效果。教育心理學報，37(3)，231-255。new window  延伸查詢new window
會議論文
1.陳嘉成(2005)。個人目標／目標結構以及知覺課室目標變化對適應學習組型之影響。台灣心理學會第四十四屆年會，台灣心理學會主辦 。中壢。  延伸查詢new window
學位論文
1.傅瓊儀(2006)。「目標導向影響國小英語學習歷程」模式之驗證暨精熟趨向課室目標結構與個人目標導向互動歷程之分析(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.謝志偉(2003)。國小高年級學生自我調整學習能力及其相關因素之研究--以數學領域為例(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.吳青蓉(2002)。英語學習歷程模式之驗證暨「主題建構式語言學習策略」對國中生英語學習表現影響之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
4.陳嘉成(1999)。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機和數學成就之關係(博士論文)。國立政治大學。new window  延伸查詢new window
5.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Mayer, Richard E.、林清山(1997)。教育心理學--認知取向。臺北：遠流。  延伸查詢new window
圖書論文
1.Linnenbrink, E. A.、Pintrich, P. R.(2001)。Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses。Motivation in learning contexts: Theoretical advances and methodological implications。New York, NY：Pergamon。  new window
2.Kuhl, J.(1985)。Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。New York：Springer-Verlag。  new window
3.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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