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題名：多重目標組型、多重課室目標結構組型與求助行為之關係：質、量觀點分析
書刊名：教育與心理研究
作者：張映芬
作者(外文)：Chang, Ying-fen
出版日期：2018
卷期：41:3
頁次：頁85-112
主題關鍵詞：多重目標組型；多重課室目標結構組型；求助行為；個人中心分析；動機的品質；Multiple-goal profiles；Multiple-classroom goal structure profiles；Help-seeking；Person-oriented analysis；Quality of motivation
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:83
  • 點閱點閱:3
過去動機研究多採變項中心，然有學者支持採個人中心分析，能探討學生不同質、量動機組型及其在學習行為的差異，在教學介入上具重要意義。因此，本研究以820位八年級學生為樣本，探討學生的多重目標組型與知覺多重課室目標結構組型，以及其與相關因素之關係。研究結果顯示：一、學生的多重目標組型、知覺多重課室目標結構組型皆有高量、低量、高質、低質四種組型；二、學生知覺課室成就、社會目標結構能預測其多重目標組型；三、學生持高質目標組型與知覺高質課室目標結構組型在其求助行為上比其他組型有較適應性結果，且較支持質的觀點。
Most studies on motivation adopted a variable-centered analysis; however, some scholars contended that it’s significant for educational intervention to explore different student’s quality/quantity of motivational profiles by a person-oriented analysis. Therefore, this study adopted cluster analyses to explore students’ multiple-goal profiles and perceived multiple-classroom goal structure profiles and then used discriminant analyses and analyses of variance to explore the relations between these profiles and related variables. The participants were 820 junior high school students. The following results were obtained: (a) Both cluster analyses of students’ multiple-goal profiles and perceived multiple-classroom goal structure profiles revealed four profiles: a high quantity group, a low quantity group, a good quality group, and a poor quality group; (b) Classroom achievement and social goal structure predicted multiple-goal profiles; (c) Help-seeking of the high quality group is more adaptive than the other groups both for multiple-goal profiles and multiple-classroom goal structure profiles; findings generally supported that the quality of goals and classroom goal structure matters.
期刊論文
1.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。  new window
2.Le Gall, S. Nelson(1981)。Help-seeking: An Understudied Problem-solving Skill in Children。Developmental Review，1(3)，224-246。  new window
3.Wentzel, K. R.(2000)。What is it that I'm trying to achieve? Classroom goals from a content perspective。Contemporary Educational Psychology，25(1)，105-115。  new window
4.Ames, C.(1992)。Classroom: Goal, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
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6.Ryan, A. M.、Patrick, H.(2001)。The classroom social environment and changes in adolescents' motivation and engagement during middle school。American Educational Research Journal，38(2)，437-460。  new window
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8.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
9.Stuntz, C. P.、Weiss, M. R.(2009)。Achievement goal orientations and motivational outcomes in youth sport: The role of social orientations。Psychology of Sport and Exercise，10(2)，255-262。  new window
10.Hicks, L.(1997)。How do academic motivation and peer relationships mix in an adolescent's world?。Middle School Journal，28(4)，18-22。  new window
11.Newman, R. S.(2002)。How self-regulated learners cope with academic difficulty: The role of adaptive help seeking。Theory into Practice，41(2)，132-138。  new window
12.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
13.Patrick, H.、Ryan, A. M.、Kaplan, A.(2007)。Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement。Journal of Educational Psychology，99(1)，83-98。  new window
14.Shim, S. S.、Finch, W. H.(2014)。Academic and social achievement goals and early adolescents' adjustment: A latent class approach。Learning and Individual Differences，30，98-105。  new window
15.林宴瑛、彭淑玲(20151200)。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。教育心理學報，47(2)，159-178。new window  延伸查詢new window
16.Butler, R.(2007)。Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation。Journal of Educational Psychology，99(2)，241-252。  new window
17.Kiefer, S. M.、Matthews, Y. T.、Montesino, M.、Arango, L.、Preece, K. K.(2013)。The effects of contextual and personal factors on young adolescents' social goals。The Journal of Experimental Education，81(1)，44-67。  new window
18.張映芬、程炳林(20150600)。國中生自我決定動機、目標導向與動機涉入之關係。教育心理學報，46(4)，541-564。new window  延伸查詢new window
19.張映芬、程炳林(20170600)。課室社會目標結構之建構暨其與個人社會目標、求助行為之關係。教育心理學報，48(4)，509-530。new window  延伸查詢new window
20.Anderman, L. H.、Anderman, E. M.(1999)。Social predictors of change in students' achievement goal orientations。Contemporary Educational Psychology，24(1)，21-37。  new window
21.Garn, A.、Sun, H.(2009)。Approach-avoidance motivational profiles in early adolescents to the PACER fitness test。Journal of Teaching in Physical Education，28(4)，400-421。  new window
22.Mouratidis, A.、Michou, A.(2011)。Self-determined motivation and social achievement goals in children's emotions。Educational Psychology，31(1)，67-86。  new window
23.Vansteenkiste, M.、Lens, W.、De Witte, S.、Deci, E. L.(2004)。The 'why' and 'why not' of job search behaviour: Their relation to searching, unemployment experience, and well-being。European Journal of Social Psychology，34，345-363。  new window
24.Wentzel, K. R.(1989)。Adolescent classroom goals, students for performance, and academic achievement: An interactionist perspective。Journal of Educational Psychology，81(2)，131-142。  new window
25.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
26.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
27.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
28.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
29.Vansteenkiste, Maarten、Sierens, Eline、Soenens, Bart、Luyckx, Koen、Lens, Willy(2009)。Motivational profiles from a self-determination perspective: The quality of motivation matters。Journal of Educational Psychology，101(3)，671-688。  new window
30.Elliot, Andrew J.、McGregor, Holly A.(2001)。A 2 x 2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
31.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
32.Vansteenkiste, M.、Zhou, M.、Lens, W.、Soenens, B.(2005)。Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?。Journal of Educational Psychology，97(3)，468-483。  new window
學位論文
1.陳虹瑾(2007)。國中生社會目標歷程分析：環境-社會與成就目標模式之檢驗(碩士論文)。國立成功大學。  延伸查詢new window
圖書
1.Hair, J. F. Jr.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate Data Analysis with Reading。Prentice Hall。  new window
2.陳正昌、程炳林、陳新豐、劉子鍵(2011)。多變量分析方法：統計軟體應用。五南圖書出版股份有限公司。  延伸查詢new window
3.Sharma, S.(1996)。Applies multivariate techniques。John Wiley。  new window
4.Deci, Edward L.、Ryan, Richard M.(2002)。Handbook of self-determination research。University of Rochester Press。  new window
圖書論文
1.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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