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題名：目標層次與目標導向對大學生自我調整學習歷程之影響
書刊名：教育心理學報
作者：毛國楠 引用關係／程炳林 引用關係
出版日期：1993
卷期：26
頁次：頁85-106
主題關鍵詞：目標設定；目標導向；自我調整學習；Goal setting；Goal orientation；Self regulated learning
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(33) 博士論文(6) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:32
  • 共同引用共同引用:3
  • 點閱點閱:31
　　　　　本研究採2(學習目標與表現目標)×2(明確目標與無特定目標)設計，探討目標導向與目標層次對自我調整歷程之效果。以127名修習教育心理學之大學生為對象，分派到四個實驗組，讓他們書寫四篇讀書摘要，並測量他們對策略的運用、目標再設定、自我效能、興趣、表現的滿意度及成敗歸因等自我調整歷程的反應。實驗者並在受試完成第三篇讀書摘要之後，給予負向回饋。負向回饋前後所得結果極為相似；(1)目標導向與目標明確度交互作用的效果極少。(2)不同目標導向組型的受試在學習策略、興趣、目標再設定、成功的努力歸因及失敗的難度歸因有差異。(3)目標明確度只在負向回饋階段對學習策略、成敗歸因有效果。(4)學習目標導向與學習策略、興趣、表現的滿意度、自我效能、目標再設定、成敗歸因等自我調整歷程有關聯，而表現目標導向只和歸因有關。本文最後從社會認知論探討目標導向與目標明確度交互作用不顯著的原因及本研究在教學上的涵意。
　　　　　 The purpose of this study was to examine the effects of goal orientation and goal specificity on students' self-regulation. A 2 (learning goal vs. performance goal) by 2 (goal specificity vs. no goal) design was adopted. One hundred and twenty-seven college students, who majored in educational psychology course, were randomly assigned to the four experimental conditions: learning goal with goal specificity, learning goal with no goal, performance goal with goal specificity, and performance goal with no goal. Subjects summarized reading materials in four trials and completed a set of questionnaires designed to assess their learning strategies, self-setting goal, task interest, self-evaluative reactions, and performance at the last two trials. Subjects were given negative feedback on the third trial. The results indicated: (1) that the interaction effects of goal orientation and goal specificity on self-regulation were small; (2) that self-regulatory variables, including learning strategies, task interest, self-setting goal, attribution to efforts after success, and attribution to difficulty after failure, varied as a function of students' goal orientation; (3) that the partial effects of goal specificity on learning strategies and causal attribution were reported after negative feedback; and (4) that learning goal was positively linked to the use of self-regulatory processes measured in this study. The results of this study were interpreted in terms of social cognitive theory and educational implications were also discussed.
期刊論文
1.Diener, C. I.、Dweck, C. S.(1980)。An analysis of learned helplessness: II. The processing of success。Journal of Personality and Social Psychology，39(5)，940-952。  new window
2.Bandura, A.、Wood, R.(1989)。Effects of perceived controllability and performance standards on self-regulation of complex decision making。Journal of Personality and Social Psychology，56(5)，805-814。  new window
3.Schunk, D. H.、Swartz, C. W.(1993)。Goals and progress feedback: Effects on self-efficacy and writing achievement。Contemporary Educational Psychology，18(3)，337-354。  new window
4.Bandura, A.、Jourden, Forest J.(1991)。Self-regulatory mechanisms governing the impact of social comparison on complex decision making。Journal of Personality and Social Psychology，60(6)，941-951。  new window
5.Cervane, D.、Jimani, N.、Wood, R.(1991)。Goal setting and differential influence of self-regulator processes on complexity decision-making performance。Journal of Personality and Social Psychology，61(2)，257-266。  new window
6.Clifford, M. M.(1984)。Thoughts on a theory of constructive failure。Educational Psychologist，19(2)，108-120。  new window
7.Stipek, D. J.、Kowalski, P. S.(1989)。Learned helplessness in task-orienting versus performance-orienting testing conditions。Journal of Educational Psychology，81，384-391。  new window
8.Shuell, Thomas J.(1986)。Cognitive conceptions of learning。Review of Educational Research，56(4)，411-436。  new window
9.Loke, E. A.、Frederick, E.、Lee, C.、Boko, P.(1984)。Effects of self-efficacy, goals, and task strategies on task performance。Journal of Applied Psychology，69(2)，241-251。  new window
10.Dweck, C. S.(1992)。The study of goals in psychology。Psychological Science，3(3)，165-167。  new window
11.Brown. A. L.、Bransford, J. D.、Ferrara. R. A.、Campione, J. C.(1983)。Learning remembering, and understanding。Handbook of child psychology, Vol. 111. Cognitive development，77-166。  new window
12.Blumenfeld, P. C.(1992)。Classroom Learning and Motivation: Clarifying and Expanding Goal Theory。Journal of Educational Psychology，84(3)，272-281。  new window
13.Csikszentmihalyi, M.(1990)。Literacy and intrinsic motivation。Daedalus，119(2)，115-140。  new window
14.Dweck, C. S.、Elliott, E. S.(1988)。Goal: An approach to motivation and achievement。Journal of Personality and Social Psychology，54(1)，5-12。  new window
15.Heyman, Gail D.、Dweck, C. S.(1992)。Achievement Goals and Intrinsic Motivation: Their Relation and Their Role in Adaptive Motivation。Motivation and Emotion，16(3)，231-247。  new window
16.Johnson, D. S.、Kanfer, R.(1992)。Goal-performance Relations: The effects of initial task complexity and task practice。Motivation and Emotion，76(2)，117-142。  new window
17.Latham, Gary P.、Locke, Edwin A.(1991)。Self-regulation through goal setting。Organizational Behavior and Human Decision Processes，50(2)，212-247。  new window
18.Nolen, S. B.(1988)。Reasons for studying: Motivational orientations and study strategies。Cognition and Instruction，5(4)，269-287。  new window
19.Weiner, B.(1985)。An Attribution Theory of Achievement Motivation and Emotion。Psychological Review，92(4)，548-573。  new window
20.Wood, Robert E.、Mento, Anthony J.、Locke, Edwin A.(1987)。Task Complexity as a Moderator of Goal Effects: A Meta-Analysis。Journal of Applied Psychology，72(3)，416-425。  new window
21.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
22.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
23.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
24.Diener, Carol I.、Dweck, Carol S.(1978)。An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure。Journal of Personality and Social Psychology，36(5)，451-462。  new window
25.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
26.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
研究報告
1.Pintrich, P. R.、Smith, D. A. F.、Garcia, T.、McKeachie, W. J.(1991)。A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, MI：National Center for Research to Improve Postsecondary Teaching and Learning。  new window
學位論文
1.裘友善(1987)。目標難度對工作表現的影響(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Zimmerman, Barry J.、Schunk, Dale H.(1989)。Self-regulated learning and academic achievement: Theory, research, and practice。Springer-Verlag。  new window
2.張春興(1983)。青年的的認同與迷失。臺北：東華書局。  延伸查詢new window
3.Weinstein, C. E.(1987)。Learning And Study Strategies Inventory (LASSI) user's manual。Department of Educational Psychology University of Texas at Austin。  new window
4.Locke, E. A.、Latham, G. P.(1990)。A theory of goal setting and task performance。Prentice Hall。  new window
5.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
圖書論文
1.Schunk, D. H.(1989)。Social cognitive theory and Self-Regulated Learning。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
2.吳大猷(1989)。大學聯招制度是我國教育嚴重病源之一。我的一生：學、研、教、建言。臺北：遠流出版社。  延伸查詢new window
3.Pintrich, P. R.、Garcia, T.(1991)。Student goal orientation and self-regulation. in the college classroom。Advances in Motivation and Achievement。Greenwich, CT：JAI Press。  new window
4.Covington, M. V.(1984)。The motive for self-worth。Research on motivation in education: Student motivation。Academic Press。  new window
5.Csikszentmihalyi, Mihaly(1978)。Intrinsic rewards and emergent motivation。The Hidden Costs of Reward: New Perspectives on the Psychology of Human Motivation。Lawrence Erlbaum Associates。  new window
6.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。  new window
 
 
 
 
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