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研究生:彭月茵
研究生(外文):Yueh-Ying Peng
論文名稱:目標層次、回饋訊息對數學工作表現與學習動機之效果:考量國中生的控制信念
論文名稱(外文):The Effect of Goal Level and Feedback Information on Math Task Performance and Learning Motivation: Considering Locus of Control
指導教授:程炳林程炳林引用關係陸偉明陸偉明引用關係
指導教授(外文):Biing-lin CherngWei-ming Luh
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:134
中文關鍵詞:數學工作表現學習動機回饋訊息控制信念目標層次
外文關鍵詞:locus of controlfeedback informancegoal levelslearning motivationmathematic task performance
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本研究的主要目的是:(1)探討目標層次、回饋訊息對國中生數學工作表現的影響,是否受到個人控制信念所調節;(2)考驗隨實驗操弄時間,目標層次、回饋訊息對國中生學習動機的影響,是否受到個人控制信念所調節。
為完成研究目的,本研究共進行了兩次預試與三次的實驗操弄。本研究在第一次預試時,採立意取樣方式,以十所國中十六個班級共542名學生為受試樣本,受試學生接受數學四則運算試卷甲、乙兩式、國中生數學學業成就責任量表與國中生數學學習動機量表的施測。本研究在第二次預試時,同樣採立意取樣方式,以台南市兩所國中四個班級共147名學生為受試樣本,受試學生接受數學四則運算試卷A、B、C、D四式的施測,以決定明確且困難目標的操弄水準。本研究在正式實驗時,本研究抽選台南市兩所國中二年級學生共八班,隨機分派成四個實驗組:明確且困難目標/回饋訊息、明確且困難目標/無回饋訊息、模糊目標/回饋訊息、模糊目標/無回饋訊息,並依受試在國中生數學學業成就責任量表上的得分,取全體受試之前、後33%為內、外控者。本研究所蒐集的資料以試題項目分析、因素分析考驗自編測驗的難度、鑑別度與信、效度。此外,針對研究目的(1),本研究採2(目標層次) × 2(回饋訊息)× 2(控制信念)的受試者間實驗設計,以受試者九十學年度下學期第一次數學段考成績為共變項,以三因子共變數分析考驗假設一;針對研究目的(2),本研究採2(目標層次) × 2(回饋訊息)× 2(控制信念)× 2(測量階段)的受試者間受試者內實驗設計,並以四因子變異數分析考驗假設二至假設七。
研究結果顯示,在數學工作表現方面:目標層次、回饋訊息與控制信念三因子的交互作用達顯著水準,回饋訊息與控制信念的二因子交互作用也達顯著水準。在學習動機方面:(1)回饋訊息、控制信念與測量階段在工作價值上的三因子的交互作用達顯著水準、目標層次與回饋訊息的二因子交互作用達顯著水準,測量階段的主要效果亦達顯著水準;(2)目標層次與控制信念在自我效能上的二因子交互作用達顯著水準;(3)目標層次、回饋訊息、控制信念與測量階段在期望成功上的四因子交互作用達顯著水準,測量階段的主要效果亦達顯著水準;(4)目標層次與控制信念在正向情感上的二因子交互作用達顯著水準,目標層次的主要效果亦達顯著水準;(5)目標層次、控制信念與測量階段在負向情感上的三因子交互作用達顯著水準,回饋訊息、控制信念與測量階段在負向情感上的三因子的交互作用也達顯著水準,目標層次與回饋訊息在負向情感上的二因子的交互作用達顯著水準,目標層次的主要效果也達顯著水準;(6)在考試焦慮上,四因子交互作用、三因子交互作用、二因子交互作用與主要效果皆未達顯著水準。
The purposes of this study were: (1) explore whether the effect of goal levels, feedback information on junior high school students’ performance of mathematic task was mediated by locus of control. (2) examine whether the effect of goal levels, feedback information on junior high school students’ learning motivation was mediated by locus of control.
For the purposes of this study, two trial-outs and three experiments were administrated. In the first trial-out, the subjects were 542 students from 16 classes in 10 junior high schools for purposive sampling. In the second trial-out, the subjects were 147 students from 4 classes of 2 junior high schools in Taiwan for purposive sampling. The 8 classes of second grade students from two junior high schools in Taiwan were sampled and assigned randomly to four experimental groups: clear and difficult goal/feedback information, clear and difficult goal/no feedback information, ambiguous goal/feedback information, ambiguous goal /no feedback information. The collected data was analyzed by item analysis and factor analysis for examining the item difficulty, item discrimination, reliability, and validity. To verify the hypotheses of this study, the collected data was analyzed by three-way ANCOVA and four-way ANOVA.
Results showed that there was an significant three-way interaction among goal levels, feedback information and locus of control, and an significant two-way interaction between feedback information and locus of control on mathematic task performance;For learning motivation:(1) the three-way interaction among feedback information, locus of control and measuring stages on task value was significant; an two-way interaction between goal levels and feedback information was significant; the main effect of measuring stages was significant. (2)an two-way interaction between goal levels and locus of control on self-efficacy was significant. (3)an four-way interaction among goal levels, feedback information, locus of control and measuring stages on expectancy for success was significant, and the main effect of measuring stages was also significant. (4)an two-way interaction between goal levels and locus of control on positive affect was significant, and the main effect of goal levels was also significant.(5)an three-way interaction among goal levels, locus of control and measuring stages on negative affect was significant. an three-way interaction among goal levels, locus of control and measuring stages on negative affect was significant. There was an significant three-way interaction among feedback information, locus of control and measuring stages on negative affect. An two-way interaction between goal levels and feedback information on negative affect was significant, and the main effect of goal levels was also significant. (6)The four-way, three-way, two-way interactions, and the main effect on test anxiety were not significant in this study.
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………………………………………………………………05
第三節 名詞釋義………………………………………………………………06
第二章 文獻探討…………………………………………………………………10
第一節 目標設定理論…………………………………………………………10
第二節 標層次與回饋訊息對數學工作表現及學習動機之影響……………15
第三節 控制信念、目標層次與回饋訊息對數學工作表現及學習動機之
影響……………………………………………………………………22
第三章 研究方法…………………………………………………………………29
第一節 研究對象與假設………………………………………………………29
第二節 研究工具………………………………………………………………32
第三節 實驗設計與實施程序…………………………………………………40
第四節 資料分析………………………………………………………………43
第四章 研究結果…………………………………………………………………48
第一節 描述統計分析………………………………………………………48
第二節 目標層次、回饋訊息與控制信念在數學工作表現上的效果………49
第三節 目標層次、回饋訊息、控制信念與測量階段在學習動機上的
效果……………………………………………………………………55
第五章 討論與建議………………………………………………………………85
第一節 討論……………………………………………………………………85
第二節 結論……………………………………………………………………91
第三節 建議……………………………………………………………………94

參考文獻…………………………………………………………………………96
附錄一 目標指派單…………………………………………………………100
附錄二 預試的實施步驟……………………………………………………101
附錄三 國中生數學學習成就責任量表與國中生數學習動機量表的施測步驟……………………………………………………………………105
附錄四 正式實驗操弄的實施步驟…………………………………………106
附錄五 國中生數學學業成就責任量表……………………………………112
附錄六 國中生數習學習動機量表(預試版)……………………………114
附錄七 國中生數習學習動機量表(正式版)……………………………117
附錄八 數學四則運算試卷(甲式)………………………………………119
附錄九 數學四則運算試卷(乙式)………………………………………123
附錄十 數學四則運算試卷(A式)………………………………………127
附錄十一 數學四則運算試卷(B式)……………………………………128
附錄十二 數學四則運算試卷(C式)……………………………………129
附錄十三 數學四則運算試卷(D式)……………………………………130
附錄十四 數學四則運算試卷項目分析結果………………………………131
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