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研究生:蘇嘉鈴
研究生(外文):chinling su
論文名稱:國中生行動/狀態導向、目標導向與動機調整策略之關係
論文名稱(外文):The Relationships among Action/State Orientation, Goal Orientations, and Motivational Regulation Strategies of Junior High School Students
指導教授:程炳林程炳林引用關係
指導教授(外文):Biing-lin Cherng
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:2004
畢業學年度:92
語文別:中文
論文頁數:192
中文關鍵詞:意志控制策略動機調整策略目標導向行動導向狀態導向
外文關鍵詞:volitional control strategiesmotivational regulation strategiesgoal orientationsstate orientationaction orientation
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  本研究之研究目的為:(一)整合過去動機調整策略和意志控制策略的研究,以之重新建構一份國中生動機調整策略量表,並分析該量表的信、效度。(二)探討國內國中生在數學科學習上其動機調整策略之使用情形。(三)驗證行動/狀態導向與動機調整策略之關係。(四)分析行動/狀態導向對動機調整策略之效果是否受到目標導向的中介。
  為完成前述研究目的,本研究抽取台灣地區19所國中39個班級共1229人為研究樣本。研究工具包括國中生動機調整策略量表、目標導向量表以及行動導向量表。本研究所蒐集的資料以結構方程模式、單因子多變量變異數分析、單因子重複量數變異數分析及階層迴歸分析來考驗各項假設。
  本研究的發現如下:
一、本研究所建構的國中生動機調整策略驗證性因素分析模式並未違反基本模式適配度,而在整體模式適配度及內在結構適配度上也都顯示理論模式具有理想的品質,應適合用來解釋國中生的觀察資料。
二、國中生在六種動機調整策略上有差異,其中以情緒控制策略最高,其次分別為外在動機控制策略、環境控制策略、內在動機控制策略、行為控制策略與意志力控制策略。
三、行動/狀態導向能正向預測國中生的六種動機調整策略。
四、目標導向為行動/狀態導向與動機調整策略之間的中介變項。行動/狀態導向透過趨向精熟目標、逃避精熟目標及趨向表現目標對內在動機控制策略有間接效果;行動/狀態導向對外在動機控制策略受到四種目標的中介;行動/狀態導向對情緒控制策略之效果受到趨向精熟目標、逃避精熟目標及逃避表現目標所中介;行動/狀態導向對意志力控制策略受到趨向精熟目標、逃避精熟目標及逃避表現目標的中介;行動/狀態導向透過趨向精熟目標與逃避精熟目標對行為控制策略有間接效果;行動/狀態導向對環境控制策略受到趨向精熟目標與逃避精熟目標的中介。
  本研究根據研究結果提出建議,以供國中教學、學習輔導及未來研究之參考。
  The purposes of this study were to: (a) construct a Junior High School Students Motivational Regulation Strategies Scale based on the previous researches of motivational regulation strategies and volition control strategies. The psychometric properties were then investigated, (b) investigate motivational regulation strategies of junior high school students toward Mathematics learning, (c) assess the model fit between empirically observed data and motivational regulation strategies model proposed by the author, and (d) examine the relation between students’ action/state orientation, goal orientations and motivational regulation strategies to analyze the mediating effects of goal orientations between action/state orientation and motivational regulation strategies. The participants were 1229 students from 19 junior high schools and 39 classes in Taiwan. The instruments used in this study included Junior High School Students Motivational Regulation Strategies Scale, Goal Orientation Scale and Action Orientation Scale. The statistical methods used to analyze the data were structural equation modeling (SEM), one-way MANOVA, one-way repeated measures ANOVA and hierarchical regression analysis.
  The results of this study were summarized as following: (a) the theoretical model fitted the data well, either overall or internal structure model fit criteria, (b) junior high school students differed in six types of motivational regulation strategies: emotions control strategies, extrinsic motivation control strategies, environment control strategies, intrinsic motivation control strategies, behavior control strategies, and volition control strategies, (c) action/state orientation could positively predict junior high school student’s six types of motivational regulation strategies. Moreover, action/state orientation could positively predict six types of motivational regulation strategies; and (d) students’ action/state orientation and motivational regulation strategies were mediated through goal orientations. Moreover, approach-mastery goal, avoidance-mastery goal and approach-performance goal mediated the effects of action/state orientation on intrinsic motivation control strategies, four goals mediated the effects of action/state orientation on extrinsic motivation control strategies, the relation between action/state orientation and emotions control strategies was mediated through approach-mastery goal, avoidance-mastery goal and avoidance- performance goal, approach-mastery goal, avoidance-mastery goal and avoidance- performance goal mediated the effects of action/state orientation on volition control strategies, approach-mastery goal and avoidance-mastery goal mediated the effects of action/state orientation on behavior control strategies and the relation between action/state orientation and environment control strategies was mediated through approach-mastery goal and avoidance-mastery goal.
  Based on the findings in this research, suggestions for junior high school implications, educational guidance and further studies were proposed.
中文摘要Ⅰ
英文摘要Ⅱ
目次Ⅲ
表目次Ⅳ
圖目次Ⅵ
第一章 緒論1
第一節 研究動機和目的1
第二節 研究問題8
第三節 名詞釋義11
第二章 文獻探討17
第一節 動機調整策略之內涵17
第二節 行動/狀態導向28
第三節 目標導向理論37
第四節 行動/狀態導向、目標導向與動機調整策略之關係45
第三章 研究方法53
第一節 研究架構53
第二節 研究假設56
第三節 研究對象57
第四節 研究工具59
第五節 實施程序73
第六節 資料分析75
第四章 研究結果77
第一節 基本描述統計分析77
第二節 國中生在動機調整策略上之差異83
第三節 動機調整策略驗證性因素分析模式之適配度考驗87
第四節 行動/狀態導向、目標導向與動機調整策略之關係100
第五章 討論、結論與建議125
第一節 討論125
第二節 結論137
第三節 建議142
參考書目146
一、中文部分146
二、英文部分148
附錄152
附錄一 六種動機調整策略之單向度與多向度比較153
附錄二 國中生動機調整策略量表185
附錄三 行動導向量表之決定分量表190
附錄四 目標導向量表191
一、中文部分
王文科、王智弘(民93)。教育研究法。台北:五南。
王明傑(民92)。國小學生自我調整學習模式之驗證暨應用性向與事件評量融入社會領域之自我調整閱讀理解教學效果之研究。國立台灣師範大學教育心理與輔導學系博士論文。
向天屏(民89)。國中小學生成就目標導向、學習策略、自我跛足策略與學業成就關係之研究。國立彰化師範大學教育研究所碩士論文。
李旻樺(民91)。高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整策略之研究。國立彰化師範大學輔導與諮商學系碩士論文。
林桑瑜(民91)。高中生自我調整學習策略之研究。國立成功大學教育研究所碩士論文。
林清山、程炳林(民86)。國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究(Ι)。國科會專案研究報告。NSC86-2413-H-003-010-G10。
侯玫如(民91)。多重目標導向對國中生認知、動機、情感與學習行為之影響。國立成功大學教育研究所碩士論文。
張春興(民88)。教育心理學:三化取向的理論與實踐。台北:東華。
張憲卿(民91)。大學生行動控制之研究:學習動機之機轉。國立成功大學教育研究所碩士論文。
陳正昌、程炳林、陳新豐、劉子鍵(民92)。多變量分析方法-統計軟體應用。台北:五南。
陳嘉成(民91)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究,25,629-656頁。
陳麗芬(民84)。行動控制觀點的自我調節學習及相關研究。國立政治大學教育研究所碩士論文。
程炳林(民87)。認知/意動成分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。NSC87-2413-H-035-002-。
程炳林(民89)。行動或狀態導向、目標層次、工作複雜度對國中生行動控制策略與工作表現之影響。教育心理學報,31(1),67-92頁。
程炳林(民90)。動機、目標設定、行動控制、學習策略之關係。師大學報:教育類,46(1),67-92頁。
程炳林(民91)。多重目標導向、動機問題與調整策略之交互作用。師大學報:教育類,47(1),39-58頁。
程炳林(民92)。四向度目標導向模式之研究。師大學報:教育類,48(1),15-40頁。
程炳林、林清山(民87)。行動控制量表編製報告。測驗年刊,45(1),65-82頁。
程炳林、林清山(民88)。國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係。教育心理學報,31(1),1-35頁。
程炳林、林清山(民89)。中學生自我調整學習之研究(1/2)。國科會專案研究報告。NSC89-2413-H-035-001。
程炳林、林清山(民91)。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頁。
程炳林、林清山(民91)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-60頁。
楊岫穎(民92)。國中生自我設限的情境及歷程因素之研究。國立成功大學教育研究所碩士論文。
謝岱陵(民92)。國中生四向度目標導向之中界效果分析。國立成功大學教育研究所碩士論文。
二、英文部分
Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bembenutty, H. (1999). Sustaining motivation and academic goals: The role of academic delay of gratification. Learning and Individual Difference, 11(1), 233-258.
Boekaerts, M. (1994). Action control:How relevant is it for classroom learning?In J. Kuhl & J. Beckmann (Eds.), Volition and personality (pp.427-433). Seattle, WA:Hogrefe & Huber.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.83-110). New York: Springer.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Garcia, T., McCann, E. Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning processing. Contemporary Educational Psychology, 23,392-418.
Jöreskog, K. G., & Sörbom, D (1993) LISREL8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
Jöreskog, K. G., & Sörbom, D (2001) LISREL (Version 8.51) [Computer software]. Chicago: Scientific Software International.
Kuhl, J. (1985). Volitional mediators of cognitive-behavior consistency: Self-regulatory process and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp.101-128). New York: Springer-Verlag.
Kuhl, J. (1987). Action control: The maintenance of motivational state. In F. Halische & J. Kuhl (Eds.), Motivation, intention, and volition (pp.279-291). New York: Springer-Verlag.
Kuhl, J. (1994). A theory of action and state orientions. In J. Kuhl & J. Beckmann (Eds.), Volition and personality (pp.9-46). Seattle, WA: Hogrefe & Huber.
Kuhl, J., & Kraska, K. (1989). Self-regulation and meta-motivation: Computational mechanisms, development, and assessment. In R. Kanfer, P. L. Ackerman & R. Cudeckl (Eds.), Abilities, motivation, and methodology: The Minnesota symposium on individual differences (pp.343-374). Hillsdale, NJ: Erlbaum.
McCann, E. J., & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Difference, 11(3), 259-279.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Difference, 11(3), 335-355.
Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.451-502). San Diego, CA: Academic Press.
Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in self-regulated learning. Journal of Educational Psychology, 92(3), 544-555.
Pintrich, P. R., Smith, D. A. F., Garcia, W. J. (1989). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). MI: National Center for Research to Improve Postsecondary Teaching and Learning.
Rubio, D. M., Berg-Weger, M., & Tebb, S. S.(20001). Using structural equation modeling to test for multidimensionality. Structural Equation Modeling, 8(4), 613-626.
Urdan, T. C. (1997). Achievement goal theory: Past results, future directions. In M. Meahr & P. Pintrich (Eds.), Advance in motivation and achievement (Vol.10, pp.99-141). Greenwich, CT: JAI Press.
Wolters, C. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90(2), 224-235.
Wolters, C. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Difference, 11(3), 281-304.
Wolters, C. Yu, S. L & Pintrich, P. R.(2003). The relation between goal orientation and students’ motivation beliefs and self-regulated learning. Learning and Individual Difference, 8(3), 211-237.
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