你求助嗎？個人目標導向與適應／非適應課業求助／避助行為之關係_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	你求助嗎？個人目標導向與適應／非適應課業求助／避助行為之關係
書刊名：	教育心理學報
作者：	彭淑玲／王佩琪／林宏泰
作者(外文)：	Peng, Shu-ling／Wang, Pei-chi／Lin, Hung-tai
出版日期：	2017
卷期：	49:2
頁次：	頁267-293
主題關鍵詞：	非適應行為；個人目標導向；課業求助；課業避助；適應行為；Academic help-avoidance；Academic help-seeking；Adaptive behaviors；Nonadaptive behaviors；Persona goal orientations
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:179 點閱:6

過去研究多探討學習者採取的課業求助行為類型，鮮少區分課業避助行為。本研究目的是：（1）統整課業求助／避助行為，進一步區分避免求助類型，據此編製課業求助／避助行為量表（含工具性求助、執行性求助、掩飾性避助、獨立性避助與完全不求助），並考驗該量表之信、效度；（2）分析五種課業求助／避助行為之適應、非適應行為屬性；（3）探討個人目標導向與課業求助／避助行為之關係。本研究抽取共1376位七至九年級國中生進行施測，蒐集資料以結構方程式進行分析。研究結果顯示：（1）課業求助／避助行為量表具有良好信、效度，可用來解釋國中生在數學科中採取的課業求助／避助行為；（2）工具性求助與獨立性避助為適應行為，執行性求助、掩飾性避助與完全不求助則為非適應行為；（3）個人目標導向可預測課業求助／避助行為，其中趨向精熟目標最能促進適應的求助／避助行為、並抑制非適應的求助／避助行為；而逃避表現目標則與趨向精熟目標帶來的結果相反。

以文找文

The topic of academic help-seeking behavior has been extensively researched in past studies. Nevertheless, few studies explore both the help-seeking behaviors and its counterpart, namely, help-avoidance simultaneously. This study, accordingly, aims to achieve the following objectives: (a) developing the Academic Help-Seeking/Help-Avoidance Behaviors Scale and testing its validity and reliability; (b) clarifying the attribute of five help-seeking/help-avoidance behaviors as adaptive or nonadaptive; (c) investigating the relations between the achievement goal orientations and five help-seeking/help-avoidance behaviors. 1376 junior high school students were recruited in the study. Structure equation modeling was used for data analysis. The results showed that: (a) the Academic Help-Seeking/Help-Avoidance Behaviors Scale containing instrumental help-seeking, executive help-seeking, independent help-avoidance, covert help-avoidance, and complete help-avoidance had a good validity and reliability, indicating that the scale was suitable for examining the academic help-seeking/help-avoidance behaviors adopted by students in math; (b) instrumental help-seeking and independent help-avoidance could be regarded as adaptive behaviors, while executive help-seeking, covert help-avoidance, and complete help-avoidance were considered nonadaptive behaviors; (c) academic help-seeking/help-avoidance could be predicted by achievement goal orientation. Most specifically, approach-mastery goal could promote the adoption of adaptive help-seeking/help-avoidance behaviors but inhibit students’ tendency toward nonadaptive help-seeking/help-avoidance behaviors. The predictive effect of avoidance-performance goal on academic help-seeking/help-avoidance displayed the opposite result to that by mastery-approach goal. Based on these findings, pedagogical implications were discussed to offer reference for teaching and counseling.

以文找文

期刊論文
1.	Le Gall, S. Nelson(1981)。Help-seeking: An Understudied Problem-solving Skill in Children。Developmental Review，1(3)，224-246。
2.	Ryan, A. M.、Pintrich, P. R.、Midgley, C.(2001)。Avoiding seeking help in the classroom: Who and why?。Educational Psychology Review，13，93-114。
3.	Butler, R.、Neuman, O.(1995)。Effects of Task and Ego Achievement Goals on Help-seeking Behaviors and Attitude。Journal of Educational Psychology，87(2)，261-271。
4.	Midgley, C.、Kaplan, A.、Middleton, M.、Maehr, M. L.、Urdan, T.、Anderman, E.、Roeser, R.、Anderman, L. H.(1998)。The development and validation of scales assessing students' achievement goal orientations。Contemporary Educational Psychology，23(2)，113-131。
5.	江民瑜、程炳林(20111200)。四分法成就需求架構之驗證及其對成就目標導向模式的調節效果。教育心理學報，43(2)，397-418。延伸查詢
6.	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。延伸查詢
7.	Karabenick, S. A.(2004)。Perceived achievement goal structure and college student help seeking。Journal of Educational Psychology，96(3)，569-581。
8.	Newman, R. S.、Schwager, M. T.(1995)。Students' help seeking during problem solving: Effects of grade, goal, and prior achievement。American Educational Research Journal，32(2)，352-376。
9.	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。
10.	Warr, Peter、Downing, Jonathon(2000)。Learning strategies, learning anxiety and knowledge acquisition。British Journal of Psychology，91(3)，311-333。
11.	吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。延伸查詢
12.	程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。延伸查詢
13.	Newman, R. S.(2008)。Adaptive and non-adaptive help seeking with peer harassment: An integrative perspective of coping and self-regulation。Educational Psychologist，43(1)，1-15。
14.	Gonida, E. N.、Karabenick, S. A.、Makara, K. A.、Hatzikyriakou, G. A.(2014)。Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter。Learning and Instruction，33，120-130。
15.	Ames, C.、Archer, J.(1988)。Achievement goals in the classroom:Student's learning strategies and motivation process。Journal of Educational Psychology，80(3)，260-267。
16.	Butler, R.(1998)。Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context。Journal of Educational Psychology，90(4)，630-643。
17.	Karabenick, S. A.(2003)。Seeking help in large college classes: A person-centered approach。Contemporary Educational Psychology，28(1)，37-58。
18.	Kiefer, S. M.、Shim, S. S.(2016)。Academic help seeking from peers during adolescence: The role of social goals。Journal of Applied Developmental Psychology，42，80-88。
19.	Nadler, A.(1991)。Help-Seeking Behavior, Psychological Costs and Instrumental Benefits。Review of Personality and Social Psychology，12。
20.	Miserandino M.(1996)。Children who do well in school: Individual differences in perceived competence and autonomy in above-average children。Journal of Educational Psychology，88(2)，203-214。
21.	Middleton, M.、Midgley, C.(1997)。Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory。Journal of Educational Psychology，89，710-718。
22.	Newman, R. S.(2002)。How self-regulated learners cope with academic difficulty: The role of adaptive help seeking。Theory into Practice，41(2)，132-137。
23.	Ryan, A. M.、Pintrich, P. R.(1997)。"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class。Journal of Educational Psychology，89(2)，329-341。
24.	Shim, S. S.、Rubenstein, L. D.、Drapeau, C. W.(2016)。When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school。Learning and Individual Differences，45，237-244。
25.	Shim, S. S.、Kiefer, S. M.、Wang, C.(2013)。Help-seeking amongst peers: The role of goal structure and peer climate。The Journal of Educational Research，106(4)，290-300。
26.	Schenke, K.、Lam, A. C.、Conley, A. M. M.、Karabenick, S. A.(2015)。Adolescents' help seeking in mathematics classroom: Relations between achievement and perceived classroom environmental influences over one school year。Contemporary Educational Psychology，41，133-146。
27.	Ryan, A. M.、Gheen M. H.、Midgley, C.(1998)。Why do students avoid asking for help? An examination of the interplay among student's academic efficacy, teacher's social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。
28.	Turner, J. C.、Midgley, C.、Meyer, D. K.、Gheen, M.、Anderman, E. M.、Kang, Y.、Patrick, H.(2002)。The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study。Journal of Educational Psychology，94，88-106。
29.	Sierra, J. J.、Hyman, M. R.(2006)。A dual-process model of cheating intentions。Journal of Marketing Education，28(3)，193-204。
30.	李玫蓉、程炳林(20050900)。趨向表現目標的類別及其與適應性學習組型之關係。教育心理學報，37(1)，61-78。延伸查詢
31.	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。
32.	程炳林(20030400)。四向度目標導向模式之研究。師大學報. 教育類，48(1)，15-40。延伸查詢
33.	Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。
34.	Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。
35.	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。
36.	Newman, R. S.(1998)。Student help seeking during problem solving: Influences of personal and contextual achievement goals。Journal of Educational Psychology，90(4)，644-658。
37.	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。
38.	Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。
39.	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。延伸查詢
40.	黃光國、楊國樞(19710900)。個人現代化程度與社會取向強弱。中央研究院民族學研究所集刊，32，245-278。延伸查詢
41.	Elliot, Andrew J.、McGregor, Holly A.(2001)。A 2 x 2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。
42.	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。
43.	Chen, Fang Fang(2007)。Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance。Structural Equation Modeling: A Multidisciplinary Journal，14(3)，464-504。

研究報告
1.	林清山、程炳林(1997)。青少年心理發展與適應：國中生學習行動控制模式之建構與驗證暨教學輔導策略實驗方案效果之研究 (計畫編號：NSC86-2413-H-003-010-G10)。延伸查詢

學位論文
1.	李芩萍(2003)。國中生自律／能力焦點及精熟／表現目標導向的課業避助行為之研究(碩士論文)。國立成功大學。延伸查詢
2.	劉家樺(2007)。國中生作弊的決定因素及其對成績之影響(碩士論文)。國立臺灣大學，臺北市。延伸查詢
3.	張映芬(2008)。國中生動機涉入之建構及其相關因素之探討(碩士論文)。國立成功大學。延伸查詢

圖書
1.	Joreskog, K. G.、Sörbom, D.(1993)。LIS REL 8: Structural equation modeling with the SIMPLIS command language。Chicago：Scientific Software International。
2.	Hair, J. F. Jr.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1998)。Multivariate data analysis。Prentice-Hall。
3.	Diamantopoulos, Adamantios、Siguaw, Judy A.(2000)。Introducing LISREL: A Guide for the Uninitiated。Sage。
4.	Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。

圖書論文
1.	Arbreton, A.(1998)。Student goal orientation and help-seeking strategy use。Strategic help seeking: Implications for learning and teaching。Mahwah, NJ：Erlbaum。
2.	Butler, R.(2006)。An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications。Help seeking in academic settings: Goal, groups, and contexts。Mahwah, NJ：Erlbaum。
3.	Karabenick, S. A.(2006)。[Help seeking in academic settings: Goals, groups, and contexts] Introduction。Help seeking in academic settings: Goals, groups, and contexts。Mahwah, NJ：Erlbaum。
4.	Karabenick, S. A.(1998)。Help seeking as a strategy recourse。Strategic help seeking: Implications for learning and teaching。Mahwah, NJ：Erlbaum。
5.	Nadler, A.(1998)。Relationship, esteem, and achievement perspectives on autonomous and dependent help seeking。Strategic help seeking: Implications for learning and teaching。Mahwah, NJ：Erlbaum。
6.	Newman, R. S.(2006)。Students' adaptive and nonadaptive help seeking in the classroom: Implications for the context of peer harassment。Help seeking in academic settings: Goals, groups, and contexts。Mahwah, NJ：Erlbaum。
7.	Newman, R. S.(1991)。Goal and self-regulated learning: What motivates children to seek academic help?。Advances in Motivation and Achievement。JAI Press Inc.。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	愛在流轉：某偏鄉國中傳承式生涯輔導方案之實施與成效
2.	國中生考試愉悅歷程模式之驗證與分析
3.	國中生逃避策略的改變暨其與知覺課室目標結構及羞愧情緒之關係
4.	國中生所知覺到的教師自主支持、自我效能、任務價值對學習投入之影響
5.	國中英語適性分組教學實施策略與成效之個案研究
6.	不同回饋操弄對臺灣國中生期望-價值信念與學習表現之影響
7.	學習動機、同儕關係及生涯自我效能之相關性研究--以某高職為例
8.	情境教學影片對學習障礙生學習動機及注意力之影響
9.	心智圖融入會計學課程對技術型高中學生學習動機及學習成效之影響
10.	志工教育訓練成效與影響因素之研究--以社會網絡分組為途徑
11.	擴增實境輔助拼圖學習系統對學習成效、學習動機與學習興趣之影響
12.	全球觀光潮流下跨文化學習動機之研究
13.	大學觀光休閒系學生日語學習動機之研究
14.	學生為何作弊？以條件化間接效果考驗課室目標結構、個人成就目標、無聊與作弊之關係
15.	桌遊融入國小本土語言教學對四年級學童學習動機與學習成效之研究

1.	影響國中學生英語學習成就關鍵因素之分析—以TASA資料庫為例
2.	國小教師對學校目標結構知覺、教學成就目標取向、自我效能與教學行為調整之關係研究
3.	學業情緒、情緒調整策略、自我調整學習策略對學業成就之關係：條件化間接效果檢驗暨教學方案之成效分析
4.	原住民成人學習者社會支持、自我效能與學習動機關係之研究
5.	國小六年級學生數位資本、資訊自我效能、成就目標與資訊學習成就關係之研究
6.	國小學童英語科學習興趣模式建構與教學效果研究
7.	在多個學習領域以學生設計實體和數位遊戲之差異化教學培養學生21世紀關鍵能力與學習動機
8.	家庭作業與學習成就關係之研究—以TIMSS與TEPS臺灣學生為例
9.	科技大學英文教師教學風格、師生互動、學生學習投入與學習自我效能關係之研究
10.	寫作自我調整學習策略的發展現象暨寫作自我調整教學效果之研究
11.	國中生學業情緒之認知評估中介歷程：二階調節效果
12.	從人境互動觀點探討目標結構、目標導向、情緒調整對考試情緒與應試策略之效果：條件化間接效果暨調節效果分析
13.	國小高年級學童、家長對教師專業之信任與學業成就關係之研究
14.	國小教室目標結構之形成及其與學生目標取向對學業逃避行為之影響模式探究
15.	建構成人終身學習關鍵能力與學習滿意度行銷組合之研究

1.	彰化縣偏遠地區國小導師領導風格對外籍配偶子女學習動機影響之探討
2.	資訊教師領導風格與學生之資訊教育課程學習動機
3.	大學生人生目標之調查研究

無相關著作

無相關點閱

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫