(34.201.11.222) 您好!臺灣時間:2021/02/25 04:43
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:蕭素玲
研究生(外文):Su-Ling Syau
論文名稱:高中生課業求助行為之相關研究
論文名稱(外文):Academic help-seeking behavior of senior high school students
指導教授:李坤崇李坤崇引用關係
指導教授(外文):Ken-chorng Lee
學位類別:碩士
校院名稱:國立成功大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:117
中文關鍵詞:課業求助行為害羞目標導向自我效能自尊
外文關鍵詞:self-esteemacademic help-seeking behaviorself-efficacygoal orientationshyness
相關次數:
  • 被引用被引用:45
  • 點閱點閱:5079
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:1367
  • 收藏至我的研究室書目清單書目收藏:7
高中生課業求助行為之相關研究


摘要
本研究旨在探究高中生在英文科學習上使用的求助類型、所持的目標導向與其求助行為之關係、以及英文自我效能與求助行為的關係、分析高、低自尊高中生在求助行為上的差異,並探討害羞與非害羞高中生求助行為的差異。本研究以隨機分層叢集方法抽取台灣及外島地區共1127位高中生為研究樣本。研究工具為英文科求助行為量表、目標導向量表、自我效能量表、自尊量表及害羞量表。採用描述統計、t考驗、單因子變異數分析、二因子混合設計變異數分析以及潛在變項迴歸分析考驗本研究之假設。
本研究結果顯示:(1)當高中生在遭遇英文難題時,男生傾向尋求工具性協助,女生則傾向採取執行性協助策略;(2)高中生在工具性求助上的得分隨著年級的升高而降低;(3)高自我效能的學生在面對英文學習上的問題時,主要是尋求工具性協助,低自我效能的學生則尋求執行性協助;(4)高、低自尊的學生在學習英文而感到困惑時,皆運用工具性協助策略來因應;(5)害羞的學生遭遇英文學習上的困難時,採取執行性協助策略高於非害羞的學生;(6)精熟目標、趨向表現目標與逃避表現目標均能有效預測工具性求助與執行性求助。最後,本研究根據研究結果進行討論,並提出學校教育與未來研究的建議。
Academic help-seeking behavior of senior high school students


Abstract

The primary purposes of the study were to investigate the students’ help-seeking type in English learning, the relationship between the students’ goal orientation and their help-seeking behavior, the relationship between the students’ self-efficacy and their help-seeking behavior, the differences of the help-seeking behavior between high and low self-esteem students, and examine the differences between the help-seeking behavior of shy and nonshy students. A group of 1127 students were selected from Taiwan, Kimen and Pen-hu as the subjects. Each student was administered questionnaires assessing goal orientations, self-efficacy, self-esteem, shyness and help-seeking behavior in English class. Data obtained in this study was analyzed by descriptive statistics, t-test, one-way ANOVA, two-way mixed design ANOVA and latent variable regression method.
The results indicated that (1) boys tended to seek instrumental help when they had difficulties learning English, in comparison to boys, girls tended to seek executive help; (2) the higher grade the students were, the less instrumental help they sought; (3) high self-efficacy students were likely to seek instrumental help when facing English difficulties, but low self-efficacy ones preferred to seeking executive help; (4) high and low self-esteem students both coped the problems with adaptive help strategy when they had perplexity in English; (6) shy students were more willing to seek executive help when they were in need of help. Finally, the implications were discussed and the suggestions were proposed.
目次
中文摘要……………………………………………………………………..Ⅰ
英文摘要……………………………………………………………………..Ⅱ
目次…………………………………………………………………………..Ⅲ
表目次………………………………………………………………………..Ⅴ
圖目次………………………………………………………………………..Ⅶ

第一章 緒論………………………………………………………………….01
第一節 研究動機與目的………………………………………………….01
第二節 研究問題………………………………………………………….06
第三節 名詞釋義………………………………………………………….07

第二章 文獻探討…………………………………………………………….11
第一節 課業求助行為的理論基礎……………………………………….11
第二節 目標導向與課業求助行為之關係……………………………….17
第三節 自我效能與課業求助行為之關係……………………………….22
第四節 自尊與課業求助行為之關係…………………………………….27
第五節 害羞與課業求助行為之關係…………………………………….31

第三章 研究方法…………………………………………………………….37
第一節 研究架構………………………………………………………….37
第二節 研究假設………………………………………………………….37
第三節 研究樣本………………………………………………………….38
第四節 研究工具………………………………………………………….40
第五節 實施程序…………………………………………………………..49
第六節 資料處理…………………………………………………………..50

第四章 研究結果……………………………………………………………..51
第一節 研究工具之驗證性因素分析……………………………………..51
第二節 基本統計分析……………………………………………………..73
第三節 自我效能、自尊及害羞與課業求助行為之關係………………..80
第四節 目標導向與課業求助行為之關係………………………………..87

第五章 結論與建議…………………………………………………………..89
第一節 討論……………………………………………………………….89
第二節 結論……………………………………………………………….94
第二節 建議……………………………………………………………….94

參考書目……………………………………………………………………....97
中文部分………………………………………………………….………...97
西文部分……………………………………………………………………99

附錄…………………………………………………………………….…….104
附錄一 高中生英文科學習狀況與人格特質問卷(預試題本)………111
附錄二 高中生英文科學習狀況與人格特質問卷(正式題本)………111
參考書目
一、中文部分
王慧婕(1999)。國中學生數學自我效能、目標導向及課業環境知覺與學業尋助之相關研究。國立彰化師範大學教育研究所碩士論文。

李曉蓉(1997)。青少年身體意象與自尊、沮喪相關之研究。國立高雄師範大學教育學系碩士論文。

周立勳(1996)。誰較有可能問問題?國小學童課業尋助相關因素之分析。嘉義師範學報,10,261-295。

林正文(1990)。害羞兒童的觀察與輔導。諮商與輔導,51,4-8。

吳皎如(1999)。國小害羞兒童之在校行為與教師處理策略研究。國立新竹師範學院國民教育研究所碩士論文。

侯玫如(2002)。多重目標導向與測量時間對國中生認知、動機、情感、行為與學習表現之影響。國立成功大學教育研究所碩士論文。未出版。

翁淑緣(1985)。青少年的自尊以及相關變項之研究。教育與心理研究,8,79-114。

梁培勇(1985)。孺子可教。台北市:大洋出版社。

陳正昌、程炳林(2001)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。台北市:五南圖書出版公司。

陳玉玲(1995)。目標設定、目標投入與自我效能對國小學生數學作業表現的影響。國立高雄師範大學教育學系碩士論文。

張芳全(1999)。簡介「害羞量表」及其應用。學生輔導,63期,50-59。

張春興(1996)。教育心理學-三化取向的理論與實踐。台北市:東華書局。

陳璧婉、陳雁齡(1998)。台南市國中學生焦慮、自尊心、內外空信念和生活壓力之相關研究。台南師院學生學刊,19,39-59。

程炳林(1992)。激勵的學習策略量表之修訂。測驗年刊,39輯,59-78。

程炳林(1995)。自我調整學習的模式驗證及教學效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文。

程炳林(1998)。認知/意動成份與學習表現之關係暨二階驗證性因素分析模式之適配性研究。國科會專案研究報告。NSC 87-2413-H-035-002-

程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報,33(2),79-102。

黃淑芬(1998)。國小兒童自尊發展之研究。國立台南師範學院國民教育研究所碩士論文。

趙柏原(2000)。國中學生自我效能、求助態度與課業求助行為之相關研究。國立彰化師範大學教育研究所碩士論文。

劉信雄(1992)。國小學生認知風格、學習策略、自我效能與學業成就關係之研究。國立政治大學教育研究所博士論文。

歐淑芬(1990)。大學生之害羞與與生涯發展之關係。國立政治大學教育研究所碩士論文。

蔡青青、劉雪娥(1996)。自尊的概念。護理雜誌,43(1),90-94。

鄭芬蘭(1995)。目標導向因果模式之驗證暨目標導向教學實驗方案之效果研究。國立台灣師範大學教育心理與輔導研究所博士論文。

蔡英姝(2001)。國中生害羞量表之編製。未出版。

蔡銘津(1999)。青年學生的寂寞與害羞心境之調查研究。數德科技學報,1期,209-231。

蘇素美(1995)。大學生害羞現況及其相關因素之研究。中華輔導學報,3期,220-229。

二、英文部分
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Arbreton, A. (1998). Student goal orientation and help-seeking strategy use. In S. A. Karabenick(Eds.), Strategic help seeking:Implications for learning and teaching(pp.61-94). Mahwah, NJ:Erlbaum.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Block, J. , & Robins, R. W. (1993). A longitudinal study of consistency and change in self-esteem from early adolescence to early adulthood. Child Development, 64(3), 909-923.

Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 533-544.

Briggs, S. R., J. M. & Jones, W. H. (1986). Introduction. In W. H. Jones, J. M. Cheek & S. R. Briggs(Eds), Shyness:Perspectives on research and treatment. New york: Plenum Press.

Bulter, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.

Butler, R. (1998). Determinants of help-seeking: Relations between perceived reasons for classroon help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90, 630-643.

Cohen, A. (1959). Some implications of self-esteem for social influence. In C.Hovland and I.Janis(Eds), Personality and persuasibility. New haven: Yale University Press.

Coopersmith, S. (1967). A method of geterming types of self-esteem. Journal of Abnormal and Social Psychology, 59, 87-94.
Dillon, J. T. (1988). Questioning and teaching: A manual practice. New york: Teachers College Press.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of personality and social psychology, 70(3), 461-475.

Fordham &Stevenson-Hinde(1999). Shyness, friendship quality, and adjustment during middle childhood. Child Psychology and Psychiatry, 40, 757-768.

Gall, N. S., & DeCooke, P. A. (1987). Same-sex and cross-sex help exchanges in the classroom. Journal of Educational Psychology, 79, 67-71.

Karabenick(1998). Help seeking as a strategy resourse. In Karabenick(Eds.), Strategic help seeking:Implications for learning and teaching(pp.61-94). Mahwah, NJ:Erlbaum.

Karabenick, S. A., & Knapp, J. R. (1988). Help-seeking and the need for academic assistance. Journal of Educational Psychology, 80, 406-408.

Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help-seeking to the use of learning strategies and other instrumental achienement behavior in college students. Journal of Educational Psychology, 83, 221-230.

Karabenick, S. A., & Sharma, R. (1994). Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Educational Psychology, 86, 90-103.

Kuhl, J. (1985). Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckman(Eds.), Action control: From cognition to behavior(pp.101-128). New York: Springer-Verlag.
Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychokogy, 85(4), 582-590.

Nadler(1998). Relationship, esteem, and achievement perspectives on autonomous and dependent help seeking. In Karabenick(Eds.), Strategic help seeking:Implications for learning and teaching(pp.61-94). Mahwah, NJ:Erlbaum.

Nelson-Le Gall(1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224-246.

Nelson-Le Gall & Glor Scheib(1985). Help-seeking in elementary classrooms: An observational study. Contemporary Educational Psychology, 10, 58-71.

Nelson-Le Gall, S., & Jones, E. (1989). Cognitive-motivational influences on task-related behavior of black children. Child Development, 61, 581-589.

Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.

Newman, R. S. (1994). Adaptive help seeking:A strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman(Eds), Self-regulation of learning and performance:Issues and educational applications(pp.283-301). Hillsdale, NJ:Lawrence Erlbaum Associates.

Newman, R. S. (1998a). Students’ help-seeking during problem-solving: influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644-658.

Newman, R. S. (1998b). Adaptive help seeking:A role of social interaction in self-regulated learning. In Karabenick(Eds.), Strategic help seeking:Implications for learning and teaching(pp.61-94). Mahwah, NJ:Erlbaum.

Newman, R. S., &Goldin, L. (1990). Children’s reluctance to seek help with schoolwork. Journal of Educational Psychology, 82, 92-100.

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, 352-376.

Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.

Pintrich, P. R. (2000a). The role of goal orientation in self-regulation learning. In M., Boekaerts & P. R., Pintrich(Eds.), Handbook of self-regulated learning(pp.13-39). San Diego, CA: Academic Press.

Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555

Pintrich, P. R., & De Groot, E. V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.

Ryan. A. M., Hicks. L. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17, 152-171.

Ryan. A. M., Gheen, M. H., Midgley, C. (1998). “Why do some students avoid asking help?” An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528-535.

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, 329-341.

Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93-114.

Schunk, D. H., (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.

Shwalb, D. W. (1998). Help seeking in the Japanese college classroom: Cultural, developmental and social –psychological influences. In Karabenick(Eds.), Strategic help seeking:Implications for learning and teaching(pp.61-94). Mahwah, NJ:Erlbaum.

van der Meij, H. (1988). Constraints on questioning-asking in classrooms. Journal of Educational Psychology, 82, 505-512.

Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational psychology, 90(2), 224-235.

Zimbardo, P. G. (1982). Shyness and the stress of the human connection. In L. Goldberger & S. Breznits(Eds), Handbook of stress: Theoretical and clinical aspects, 466-481.

Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313.

Zimmerman, B. J. (1990). Self-regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17.

Zimmerman, B. J. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye(Eds.), Handbook of academic learning construction of knowledge(pp. 105-121). San Diego, CA: Academic Press.

Zimmerman, B. J., & Martinez, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔