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研究生:侯玫如
研究生(外文):Mei-Ju Hou
論文名稱:多重目標導向對國中生認知、動機、情感與學習行為之影響
論文名稱(外文):The Effects of Multiple Goal Orientations on Junior High School Students' Cognition, Motivation, Affect and Learning Behavior
指導教授:程炳林程炳林引用關係于富雲于富雲引用關係
指導教授(外文):Biing-Lin CherngFu-Yun Yu
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:162
中文關鍵詞:情感動機多重目標導向認知學習行為
外文關鍵詞:learning behavior.multiple goal orientationsaffectmotivationcognition
相關次數:
  • 被引用被引用:112
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本研究的主要目的有四:(一)探討持不同多重目標導向的國中生在英語課上認知、動機、情感與學習行為上的差異情形。(二)考驗國中生在英語課上的認知、動機、情感與學習行為隨著時間而改變的情形。(三)探討多重目標導向與測量時間對國中生認知、動機、情感與學習行為之交互影響。(四)探究精熟、趨向表現和逃避表現等三種目標導向對國中生認知、動機、情感與學習行為的短期與長期效果。為完成前述目的,本研究抽取六所國中九個班級共310名國中一年級學生為研究對象。研究工具包括研究者自編的目標導向量表、認知量表、動機量表、情感量表和學習行為量表等。本研究所蒐集的資料以4(多重目標)×2(測量時間)二因子混合設計共變數分析(two-way mixed design ANCOVA)與結構方程模式(Structure Equation Modeling, SEM)的潛在變項迴歸分析考驗各項假設。
本研究之發現如下:
一、 國中生在後設認知策略、能力信念、期望成功、努力等正向變項上隨著時間增加有顯著下降的趨勢,但在自我障礙與執行性尋求協助等負向變項上隨著時間的增加有顯著上升趨勢。
二、 國中生的不同精熟/趨向表現目標與測量時間在「後設認知策略」、「工作價值」上有交互作用存在。
三、 國中生的不同趨向表現/逃避表現目標與測量時間在「訊息處理策略」、「能力信念」、「工作價值」、「自我障礙」上有交互作用存在。
四、 精熟目標對訊息處理策略、後設認知策略、能力信念、期望成功、工作價值、正向情感、工具性尋求協助與努力等正向變項上有短期與長期的正向效果,對負向情感、自我障礙、執行性尋求協助等負向變項上有短期與長期的負向效果。
五、 趨向表現目標對能力信念、期望成功與工作價值有短期的正向效果,但沒有長期的效果。
六、 逃避表現目標對後設認知策略、期望成功與努力無短期的效果,但對長期有負向的效果。逃避表現目標對工作價值與正向情感等正向變項有短期與長期的負向效果,對負向情感、自我障礙與執行性尋求協助等負向變項有短期與長期的正向效果。
本研究根據研究結果提出建議,以供國中教學、學習輔導等及未來研究之參考。
The purposes of this study were to (1) explore the effects of junior high school students’ goal orientations toward English on cognition, motivation, affect and learning behavior(2)examine the changes of students’ cognition, motivation, affect and learning behavior with the overall main effect of time(3) investigate the interactive effects of multiple goal orientations by measure time on junior high school students’ cognition, motivation, affect and learning behavior, and(4)explore the short-term and long-term effects of mastery goal, approach performance goal and avoidance performance goal on junior high school students’ cognition, motivation, affect and learning behavior. The participants were 310 seventh grade students from 6 junior high schools and 9 classes. The instruments used in this study included: Goal Orientations Scale, Cognitive Strategies Inventory, Motivation Inventory, Affect Inventory, and Learning Behavior Inventory. The statistical methods used to analyze the data were 4(multiple goals)×2(measure time)two-way mixed design ANCOVA and Structure Equation Modeling(SEM).
The conclusions of this study were summarized as follow:
1. There was a significant decline of developmental trend in junior high school students’ metacognitive strategy, ability belief, expectancy for success and effort over time but there was a significant increase of developmental trend in students’ self-handicapping and executive help-seeking over time.
2. There were significant interactive effects of mastery/approach performance goals by measure time on junior high school students’ metacognition and task value.
3. There were significant interactive effects of approach performance/avoidance performance goals by measure time on junior high school students’ information-processing strategy, ability belief, task value and self-handicapping.
4. There were positive short-term and long-term efforts of mastery goal on information-processing strategy, metacognitive strategy, ability belief, expectancy for success, task value, positive affect, instrumental help-seeking and effort, but there were negative short-term and long-term efforts of mastery goal on negative affect, self-handicapping and executive help-seeking.
5. There was short-term effect of approach performance goal on ability belief, expectancy for success and task value, but there wasn’t long-term effort.
6. There wasn’t short-term effort of avoidance performance goal on metacongitive strategy, expectancy for success and effort, but there was negative long-term effort. There were negative short-term and long-term efforts of avoidance performance goal on task value and positive
7. affect, and positive short-term and long-term efforts of avoidance performance goal on negative affect, self-handicapping and executive help-seeking.

Based on this research findings, suggestions for high school teaching, educational guidance and further studies are proposed.
目 次
中文摘要……………………………………………………………………….…...I
英文摘要………………………………………………………………………..….Ⅱ
目次…………………………………………………………………………. …….Ⅳ
表目次……………………………………………………………………...………Ⅵ
圖目次……………………………………………………………………………...Ⅸ

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……………………………………………………………….…...08

第二章 文獻探討…………………………………………………….……….………..…15
第一節 目標導向理論之內涵………………………………………….………...…15
第二節 基準和修正目標理論………………………………………….……...……21
第三節 自我調整學習歷程…………………………………………….………...…26
第四節 目標導向與自我調整學習歷程之關係………………………….……...…32
.
第三章 研究方法……………………………………………………………….………...38
第一節 研究假設……………………………………………………………....……38
第二節 研究對象……………………………………………………………....……45
第三節 研究工具…………………………………………………………….…...…45
第四節 實施程序………………………………………………………………....…56
第五節 資料分析………………………………………………………………....…57

第四章 研究結果………………………………………………………….……………...58
第一節 描述統計分析………………………………………………….…………...58
第二節 精熟/趨向表現目標與認知、動機、情感與學習行為之關係……….…..61
第三節 趨向表現/逃避表現目標與認知、動機、情感與學習行為之關係……...80
第四節 三種目標導向對認知、動機、情感與學習行為各變項之
潛在變項迴歸分析………………………………………………………..100

第五章 討論、結論與建議……………………………………………………………....122
第一節 討論………………………………………………………………………..122
第二節 結論………………………………………………………………………..135
第三節 建議………………………………………………………………………..145
參考文獻……………………………………………………………..…………………149

附錄
附錄一:目標導向量表………………………………………………………………...155
附錄二:認知量表……………………………………………………………………...156
附錄三:動機量表……………………………………………………………………...158
附錄四:情感量表……………………………………………………………………...159
附錄五:學習行為量表………………………………………………………………...160

表 目 次
表2-1 目標導向分類整理……………………………………………………………………….…….…….18
表2-2 精熟和表現目標以及他們的趨向和逃避模式…………………………………………….…….….20
表3-2-1正式樣本學校與人數………………………………………………………...……..……………....45
表3-3-1目標導向量表之因素分析、項目分析及信度考驗結果………………………………...…….….47
表3-3-2認知量表之因素分析、項目分析及信度考驗結果…………………………………………….....49
表3-3-3動機量表之因素分析、項目分析及信度考驗結果…………………………………………….....51
表3-3-4情感量表之因素分析、項目分析及信度考驗結果………………………………………..……...53
表3-3-5學習行為量表之因素分析、項目分析及信度考驗結果…………………………………………..55
表4-1-1受試者在三種目標導向上得分之描述分析摘要表……………………………………..………...59
表4-1-2受試者在認知、動機、情感與學習行為各變項前測上得分之描述統計分析摘表………….…60
表4-1-3受試者在認知、動機、情感與學習行為各變項後測上得分之描述統計分析摘要表…….…….61
表4-2-1持精熟/趨向表現多重目標之國中生在認知量表上得分之平均數、標準差…………….………63
表4-2-2精熟/趨向表現目標導向與測量時間在訊息處理策略上之二因子共變數分析摘要表………....63
表4-2-3精熟/趨向表現目標導向與測量時間在後設認知上之二因子共變數分析摘要表……………....64
表4-2-4國中生的精熟/趨向表現目標導向與測量時間在後設認知之單純主要效果分析摘要表……....65
表4-2-5持精熟/趨向表現多重目標之國中生在動機量表上得分之平均數、標準差………………...….67
表4-2-6精熟/趨向表現目標導向與測量時間在能力信念上之二因子共變數分析摘要表……………....68
表4-2-7精熟/趨向表現目標導向與測量時間在期望成功上之二因子共變數分析摘要表…………...….69
表4-2-8精熟/趨向表現目標導向與測量時間在工作價值上之二因子共變數分析摘要表…………........70
表4-2-9精熟/趨向表現目標導向與測量時間在工作價值之單純主要效果分析摘要表…………….…...70
表4-2-10持精熟/趨向表現多重目標之國中生在情感上得分之平均數、標準差…………………………72
表4-2-11精熟/趨向表現目標導向與測量時間在正向情感上之二因子共變數分析摘要表…………..….73
表4-2-12精熟/趨向表現目標與測量時間在負向情感上之二因子共變數分析摘要表…………………..74
表4-2-13持精熟/趨向表現多重目標之國中生在學習行為分量表上之平均數、標準差………………..75
表4-2-14精熟/趨向表現目標導向與測量時間在自我障礙上之二因子共變數分析摘要表…………….76
表4-2-15精熟/趨向表現目標導向與測量時間在工具性尋求協助上之二因子共變數分析摘要表…………...77
表4-2-16精熟/趨向表現目標導向與測量時間在執行性尋求協助上之二因子共變數分析摘要表……….…..78
表4-2-17精熟/趨向表現目標導向與測量時間在努力上之二因子共變數分析摘要表…………….…….79
表4-3-1持趨向表現/逃避表現多重目標之國中生在認知量表上分之平均數、標準差……………….…81
表4-3-2 趨向表現/逃避表現目標與測量時間在訊息處理策略之二因子共變數分析摘要表……….…..82
表4-3-3趨向表現/逃避表現目標與測量時間在訊息處理策略之單純主要效果分析摘要表….…….…..82
表4-3-4趨向表現/逃避表現目標導向與測量時間在後設認知上之二因子共變數分析摘要表………....84
表4-3-5持趨向表現逃避表現多重目標之國中生在動機量表上得分之平均數、標準差………………..85
表4-3-6趨向表現/逃避表現目標導向與測量時間在能力信念上之二因子共變數分析摘要表….……...86
表4-3-7趨向表現/逃避表現目標導向與測量時間在能力信念之單純主要效果分析摘要表…………....87
表4-3-8趨向表現/逃避表現目標導向與測量時間在期望成功上之二因子共變數分析摘要表………....88
表4-3-9趨向表現/逃避表現目標導向與測量時間在工作價值上之二因子共變數分析摘要表………....89
表4-3-10國中生的趨向表現/逃避表現目標與測量時間在工作價值之單純主要效果分析摘要表……….......89
表4-3-11持趨向表現逃避表現多重目標之國中生在情感量表上得分之平均數、標準差…………...….91
表4-3-12趨向表現/逃避表現目標導向與測量時間在正向情感上之二因子共變數分析摘要表……..…92
表4-3-13趨向表現/逃避表現目標導向與測量時間在負向情感上之二因子共變數分析摘要表……..…93
表4-3-14持趨向表現/逃避表現多重目標之國中生在學習行為上得分之平均數、標準差…………..….94
表4-3-15趨向表現/逃避表現目標導向與測量時間在自我障礙上之二因子共變數分析摘要表………..95
表4-3-16國中生的趨向表現/逃避表現目標與測量時間在自我障礙之單純主要效果分析摘要表……….….95
表4-3-17趨向表現/逃避表現目標與測量時間在工具性尋求協助上之二因子共變數分析摘要表……..97
表4-3-18趨向表現/逃避表現目標與測量時間在執行性尋求協助上之二因子共變數分析摘要表……..98
表4-3-19趨向表現/逃避表現目標導向與測量時間在努力上之二因子共變數分析摘要表………….….99
表4-5-1 三種目標導向對訊息處理策略前、後測之直接、間接與全體效果值……………...………….102
表4-5-2 三種目標導向對後設認知策略前、後測之直接、間接與全體效果值……………..………….103

表4-5-3 三種目標導向對能力信念前、後測之直接、間接與全體效果值…………………………..…105
表4-5-4三種目標導向對期望成功前、後測之直接、間接與全體效果值………………….…….…….107
表4-5-5三種目標導向對工作價值前、後測之直接、間接與全體效果值………………….……….….109
表4-5-6三種目標導向對正向情感前、後測之直接、間接與全體效果.值……………………………….111
表4-5-7三種目標導向對負向情感前、後測之直接、間接與全體效果值……………………………....113
表4-5-8三種目標導向對自我障礙前、後測之直接、間接與全體效果值………………………….…...115
表4-5-9三種目標導向對工具性尋求協助前、後測之直接、間接與全體效果值……………………......116
表4-5-10三種目標導向對執行性尋求協助前、後測之直接、間接與全體效果值……….……………..118
表4-5-11三種目標導向對努力前、後測之直接、間接與全體效果值………………………………..…120

圖目次
圖4-2-1 多重目標組×測量時間在後設認知策略的交互作用………………………..….66
圖4-2-2 多重目標組與測量時間在工作價值的交互作用………………………………...72
圖4-3-1多重目標組×測量時間在訊息處理策略的交互作用………………………...……83
圖4-3-2多重目標組×測量時間在能力信念的交互作用………………………………...…87
圖4-3-3 多重目標組×測量時間在工作價值的交互作用……………………………….....91
圖4-3-4多重目標組×測量時間在自我障礙的交互作用……………………………..…..96
圖4-5-1 本研究欲探討的潛在變項迴歸分析模式………………………………….……101
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