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來源文獻資料
摘要
外文摘要
引文資料
題名:
作業難度與回顧方式對歸因的影響
書刊名:
中華心理學刊
作者:
孫亦君
/
蔣治邦
作者(外文):
Sun, Yi-chun
/
Chiang, Chi-pang
出版日期:
1994
卷期:
36:1
頁次:
頁47-57
主題關鍵詞:
歸因
;
作業難度
;
回顧
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:0
點閱:16
教師常使用口頭的稱讚與責備來管理學童的行為,一般認為:稱讚可以使學童表 現出更多的良好行為,責備則可減少不良行為的發生。但是,最近有關歸因的研究提出了一 個值得注意的現象:當兩人同時成功,而只有其中一人受到稱讚時,受稱讚者會被評量為具 有較低的能力。根據過去在成就情境中的歸因研究發現:當個人做出低能力的歸因時,會降 低個人對日後成功的預期,並使他在遭遇困難時容易退縮或放棄嘗試。 本研究使用一次教師發數學考卷給四個故事主角的過程為故事,故事中操弄了考試的難度( 困難或容易)、故事主角的考試結果(成功或失敗)及教師的回饋方式(中性或非中性的回 饋),請 256 名國小五、六年級的學童, 一邊閱讀故事,一邊評量能力、努力、運氣及作 業難度等四個歸因因素,對造成故事主角此次成功或失敗的重要性,並且評量故事主角平時 的數學能力和平時在數學方面的努力。 研究結果發現:教師的回饋顯著地影響歸因結果:成功時,受稱讚者的成功較易被認為是努 力造成,未受稱讚者的成功則較被歸因是能力所致;此外,未受稱讚者被評為有較高的數學 能力。失敗時,未受責備者的失敗較被歸因為努力及運氣;而在一般能力與努力的評量上, 未受責備者被評量為平時在數學方面努力較多的人,受責備者則被評量為平時數學能力較高 者。在討論中,進一步探討教師回饋對學童的影響,探究作業難度未造成顯著影響的原因, 以及提出對後續研究及教師應用的建議。
以文找文
Teachers often use praise and blame to handle the behaviors of students. It is believed that praise can promote the students to behave themselves, and blame can decrease the student's misbehabiors. Recentlu, there are several studies revealed that when two persons both succeed at the same task, and only one of them is praised for his success, the one who is perceived ad the person whose ability is lower of the two. The studies, which are concerned with the attributions in the achievement context, reveal that when a person perceives himself as a low aility person, he will have less expectation toward future success, and will easily quit when faces obstacles. In this study, 256 fifth and sixth graders were asked to read a story. The stories describe the procedure that a teacher informs four students their test result after a math test. Test difficulty (easy or difficult), the test results of each student (success or failure), and teacher's feedback (neutral or praise/blame) are manipulated in the story. The subjects were asked to read the story, to rate the importance of ability, effort, luck, and task difficult, which were responsible for the test result of each student, and to evaluate eachstudent's general math ability and effort. The results indicated that the teacher's feedback significantly affected the attributions. When both succeed, the person receiving praise was perceived to be contributed to his effort. The other one, who receives the neutral feedback, was perceived to be contributed to his ability. The person who receives neutral feedback was perceived to have higher math ability than the one who is praised. When both fail, the failure of the person, who receives neutral feedback, was perceived to be contributed to his effort and luck. He was also perceived to have more effort in math but lower math ability than the one who is blamed. In the discussion, we discussed the effects of teacher's feedbacks to the students, and why task difficulty didn't reveal the significant effect. The suggestions to the teachers and the future studies are proposed.
以文找文
期刊論文
1.
Barker, G. P.、Graham, S.(1987)。Developmental study of praise and blame as attributional cues。Journal of Educational Psychology,79(1),62-66。
2.
Frieze, I.、Weiner, B.(1971)。Cue utilization and attributional judgments for success and failure。Journal of Personality,39(4),591-605。
3.
Harvey, J. H.、Weary, G.(1984)。Current issues in attribution theory and research。Annual Review of Psychology,35,427-459。
4.
Kelley, H. H.(1973)。The processes of causal attribution。American Psychologist,28(2),107-128。
5.
Kukla, A.(1972)。Foundations of an attributional theory of performance。Psychological Review,79(6),454-470。
6.
Meyer, W. -U.、Bachmann, M.、Biermann, U.、Hempelmann, M.、Plöger, F. -O.、Spiller, H.(1979)。The informational value of evaluative behavior: Influences of praise and blame on perceptions of ability。Journal of Educational Psychology,71(2),259-268。
7.
Nicholls, J. G.(1978)。The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability。Child Development,49,800-814。
8.
Schunk, D. H.(1983)。Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement。Journal of Educational Psychology,75(6),848-856。
9.
Whitley, B. E. Jr.、Frieze, I. H.(1985)。Children’s causal attributions for success and failure in achievement setting: A meta-analysis。Journal of Educational Psychology,77(5),608-616。
10.
Weiner, Bernard(1972)。Attribution theory, achievement motivation, and the educational process。Review of Educational Research,42(2),203-215。
11.
Weiner, Bernard(1979)。A theory of motivation for some classroom experiences。Journal of Educational Psychology,71(1),3-25。
12.
Weiner, Bernard、Kukla, Andy(1970)。An Attributional Analysis of Achievement Motivation。Journal of Personality and Social Psychology,15(1),1-20。
13.
Brophy, Jere E.(1981)。Teacher praise: A functional analysis。Review of Educational Research,51(1),5-32。
圖書論文
1.
Jones, E. E.、Nisbett, R. E.(1972)。The actor and the observer: Divergent perceptions on the causes of behavior。Attribution: Perceiving the causes of behavior。Morristown, NJ:General Learning。
2.
Weiner, B.、Frieze, I.、Kukla, A.、Reed, L.、Rest, S.、Rosenbaum, R. M.(1971)。Perceiving the causes of success and failure。Attribution: Perceiving the causes of behavior。Morristown, NJ:General Learning Press。
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