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題名：教師關懷行為與小學生學業成績的關係：成就目標定向的中介作用
書刊名：應用心理學
作者：楊舒文／潘斌／司繼偉
出版日期：2016
卷期：22(4)
頁次：334-342
主題關鍵詞：教師關懷行為；小學生；學業成績；成就目標定向；Teachers' caring behaviors；Primary school pupils；Academic performance；Achievement goal orientation
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基于自我決定理論,使用教師關懷行為問卷和成就目標定向量表對656名小學生進行調查,探討教師關懷行為、成就目標定向和學業成績之間的關系。結果顯示:(1)教師關懷正向預測小學生的學業成績和掌握接近目標,負向預測掌握回避目標和成績回避目標,而成績回避目標負向預測小學生的學業成績;(2)成績回避目標在教師關懷與小學生學業成績的關系中的中介效應顯著,但掌握接近目標、掌握回避目標和成績接近目標則未發現中介效應。
Based on the self-determined theory,656 primary school pupils were investigated with teachers' caring behavior questionnaire and achievement goal orientation scale,to investigate whether and how the achievement goal orientation played a mediating role between teachers' caring behavior and pupils' academic performance.Results revealed that(1) teachers ' caring behaviors positively predicted pupils' academic achievement and mastery-approach goal orientation,while negatively predicted mastery-avoidance goal orientation and performance-avoidance goal orientation;the performance-avoidance goal orientation negatively predicted pupils' academic achievement;(2) the partial mediating effect of performance-avoidance goal orientation was significant,while other dimensions of achievement goals were not significant.
期刊論文
1.Hughes, J. N.、Luo, W.、Kwok, O. M.、Loyd, L. K.(2008)。Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study。Journal of Educational Psychology，100(1)，1-14。  new window
2.Reeve, J.、Jang, H.(2006)。What teachers say and do to support students' autonomy during a learning activity。Journal of Educational Psychology，98(1)，209-218。  new window
3.Kim, Jung-In、Schallert, Diane L.、Kim, Myoungsook(2010)。An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea。Journal of Educational Psychology，102(2)，418-437。  new window
4.Senko, C.、Hulleman, C. S.、Harackiewicz, J. M.(2011)。Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions。Educational Psychologist，46(1)，26-47。  new window
5.Pianta, R. C.、Steinberg, M.(1992)。Teacher-child relationships and the process of adjusting to school。New Directions for Child and Adolescent Development，57(1)，61-80。  new window
6.Chen, X.、Yang, F.、Wang, L.(2013)。Relations between shyness-sensitivity and internalizing problems in Chinese children: Moderating effects of academic achievement。Journal of Abnormal Psychology，41，825-836。  new window
7.Verhoeven, L.、van Leeuwe, J.、Vermeer, A.(2011)。Vocabulary growth and reading development across the elementary school years。Scientific Studies of Reading，15(1)，8-25。  new window
8.Podsakoff, P. M.、Mackenzie, S. B.、Lee, J.-Y.、Podsakoff, N. P.(2003)。Common method biases in behavioural research: A critical review of the literature and recommended remedies。Journal of Applied Psychology，88(5)，879-903。  new window
9.Sakiz, G.、Pape, S. J.、Hoy, A. Woolfolk(2012)。Does perceived teacher affective support matter for middle school students in mathematics classrooms?。Journal of School Psychology，50(2)，235-255。  new window
10.Véronneau, M. H.、Vitaro, F.、Brendgen, M.、Dishion, T. J.、Tremblay, R. E.(2010)。Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle childhood to early adolescence。Developmental Psychology，46(4)，773-790。  new window
11.方杰、張敏強(2012)。中介效應的點估計和區間估計：乘積分布法，非參數Bootstrap和MCMC法。心理學報，44(10)，1408-1420。  延伸查詢new window
12.蔣京川、劉華山(2005)。中學生成就目標定向與學習策略、學業成績的關係研究。心理發展與教育，27(2)，168-170。  延伸查詢new window
13.雷浩(2014)。教師關懷行為三維模型的建構。國家教育行政學院學報，2014(2)，67-72。  延伸查詢new window
14.雷浩、徐瑰瑰、邵朝友、桑金琰(2015)。教師關懷行為與學生學業成績的關係：學習效能感的中介作用。心理發展與教育，31(2)，188-197。  延伸查詢new window
15.劉惠軍、郭德俊(2003)。考前焦慮、成就目標和考試成績關係的研究。心理發展與教育，19(2)，64-68。  延伸查詢new window
16.Brown, C. H.、Kellam, S. G.、Muthen, B. O.、Wang, W.、Muthen, L. K.、Kaupert, S.(2012)。Partnerships for the design, conduct, and analysis of effectiveness, and implementation research: Experiences of the Prevention Science and Methodology Group。Administration and Policy in Mental Health and Mental Health Services Research，39(4)，301-316。  new window
17.Diseth, Åge、Samdal, O.(2014)。Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school。Social Psychology of Education，17(2)，269-291。  new window
18.Lauermann, F.(2014)。Teacher responsibility from the teacher's perspective。International Journal of Educational Research，65，75-89。  new window
19.Linnenbrink-Garcia, L.、Tyson, D.、Patall, E. A.、Tyson, D.(2008)。When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors。Revue Internationale De Psychologic Sociale，21(1)，19-70。  new window
20.Siu, T. S.、Ho, S. H.、Chan, W. O.、Chung, K. H.(2016)。Development of word order and morpho-syntactic skills in reading comprehension among Chinese elementary school children。Learning & Individual Differences，47，61-69。  new window
21.Stadler, M.、Aust, M.、Becker, N.、Niepel, C.、Greiff, S.(2016)。Choosing between what you want now and what you want most: Self-control explains academic achievement beyond cognitive ability。Personality & Individual Differences，94，168-172。  new window
22.Thijs, J.、Fleischmann, F.(2015)。Student-teach-er relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample。Learning and Individual Differences，42(29)，53-63。  new window
23.Ryan, Richard M.、Deci, Edward L.(2000)。Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being。American Psychologist，55(1)，68-78。  new window
24.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
圖書
1.Meece, J. L.、Eccles, J. S.(2010)。Handbook of research on schools, schooling and human development。Mahwah, NJ：Erlbaum。  new window
 
 
 
 
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