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研究生:許崇憲
研究生(外文):Chong-shiann Albert Hsu
論文名稱:家庭與學校變項對學生學業成就動機的影響--一個後設分析
論文名稱(外文):The effect of family and school variables on students'' academic achievement motivation: A meta-analysis
指導教授:馬信行馬信行引用關係詹志禹詹志禹引用關係
指導教授(外文):Hsen-Hsing MaChihyu Jason Chan
學位類別:博士
校院名稱:國立政治大學
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:2003
畢業學年度:92
語文別:英文
論文頁數:211
中文關鍵詞:成就動機後設分析自我決定理論自我效能理論
外文關鍵詞:achievement motivationmeta-analysisself-determination theoryself-efficacy theory
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此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響,作者從293份研究中取得2542個效應量。結果發現,無論是脈絡變項還是實驗處理,只要能夠滿足學生對能力感、親密感、以及自主感的需求,皆能夠促進學生的成就動機;最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響,性別並沒有發揮作用;各種自變項在不同教育或年齡階段,有不同的影響力。最後,作者針對教育實務與未來研究方向提出若干建議。
A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.
Contents
Chapter One Preface……………………………………………… 1
Chapter Two Literature Review
Self-Determination Theory………………………………………… 7
Three types of motivation……………………………………… 8
Three basic psychological needs.……………………………….. 16
Summary and hypotheses……………………………………….. 25
Self-Efficacy Theory………………………………………………... 29
What is self-efficacy? …………………………………………... 30
Where does self-efficacy come from?…………………………... 36
Summary and hypotheses……………………………………….. 47
Three Moderators ..……...…….……………………………………. 52
Group socialization theory……………………………………… 52
Educational level………………………………………………... 57
Gender…………………………………………………………... 61
Chapter Three Method…………………………………………….. 67
Research Framework and Research Hypotheses…………………67
Sampling and Coding…………………………………………… 71
Meta-Analysis…………………………………………………… 87
Chapter Four Result ………………………………………….……. 93
Meta-analysis of experimental studies ……………………….… 94
Meta-analysis of survey studies: The main effect …..………… 110
Meta-analysis of survey studies: Testing Hypotheses 4-8……... 128
Chapter Five Discussion ………………………………………….. 145
Conclusions …………………………………………………… 145
Research limitations …………………………………………... 155
Suggestions for educational practice and further study…………157
Reference ………………………………………………………….. 163
Appendix A Compilation of main conclusions of the empirical studies referred to in Chapter Two …………………………….201
Appendix B The codes of moderators and subjects……………….. 208
Appendix C ……………………………………………………….. 210
Appendix D Samples of this meta-analysis (disc) ………………… 211
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*毛國楠 (民86)。成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度、與學業成就之影響。教育心理學報,29,117-136。
*吳幼妃 (民71)。父母與同儕對國中學生教育抱負影響之研究。教育學刊,4,89-124。
*林清山與程炳林 (民84)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報,28,15-58。
*唐淑華 (民89)。以讀書治療挑戰低成就學生之知識信念的實驗研究。中華輔導學報,8,21-50。
*張酒雄 (民71)。國小一年級學童成就動機之研究。教育學刊,4,47-88。
*張景媛 (民84)。國中生建構幾何概念之研究暨統整式合作學習的幾何教學策略效果之評估。教育心理學報,28,99-144。
*郭生玉 (民64)。父母期望水準不切實際時對子女成就動機之影響。教育心理學報,8,61-80。
*郭生玉 (民69)。教師期望與教師行為及學生學習行為關係之分析。教育心理學報,13,133-152。
*陳李綢 (民69)。教師喜愛學生程度與學生社交地位、成就動機及內外控信念之關係。教育心理學報,13,187-194。
*陳益祥 (民90)。以徑路分析探討自我效能、目標設定相關變項與直排輪表現的關係。國立台北師範學院學報,14,759-772。
*陳嘉成 (民90)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究,24(上),167-190。
*鄭芬蘭與林清山 (民86)。目標導向因果模式之驗證。教育心理學報,29,215-232。
*魏麗敏與黃德祥 (民90)。國中與高中學生家庭環境、學習投入狀況、與自我調節學習及成就之研究。中華輔導學報,10,63-118。
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1. *張酒雄 (民71)。國小一年級學童成就動機之研究。教育學刊,4,47-88。
2. *唐淑華 (民89)。以讀書治療挑戰低成就學生之知識信念的實驗研究。中華輔導學報,8,21-50。
3. *吳幼妃 (民71)。父母與同儕對國中學生教育抱負影響之研究。教育學刊,4,89-124。
4. *毛國楠 (民86)。成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度、與學業成就之影響。教育心理學報,29,117-136。
5. *張景媛 (民84)。國中生建構幾何概念之研究暨統整式合作學習的幾何教學策略效果之評估。教育心理學報,28,99-144。
6. *郭生玉 (民64)。父母期望水準不切實際時對子女成就動機之影響。教育心理學報,8,61-80。
7. *郭生玉 (民69)。教師期望與教師行為及學生學習行為關係之分析。教育心理學報,13,133-152。
8. *陳李綢 (民69)。教師喜愛學生程度與學生社交地位、成就動機及內外控信念之關係。教育心理學報,13,187-194。
9. *陳嘉成 (民90)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究,24(上),167-190。
10. 江文慈(1997)。整合與超越:多元智力取向的評量,測驗與輔導第143期,2952-2954。
11. 李佩怡(1999)。人際關係理論。測驗與輔導,152,52-56。
12. 張稚美(1998)。終身學習與教師增權。文教新潮1998年10月號。
13. 盧美貴(1999)。幼兒的真實性評量─常被忽略的家長參與。教師天地,99期,46-52頁。
 
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