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研究生:柯瑞英
研究生(外文):Ruei-Ying Ke
論文名稱:察覺工具性對目標取向與學習行為之研究-以中部英語相關科系大學生為例
論文名稱(外文):Effects of perceived instrumentality of affecting English majors on goal orientation and learning behavior patterns
指導教授:林啟超林啟超引用關係
指導教授(外文):Chi-Chau Lin
學位類別:碩士
校院名稱:東海大學
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:2007
畢業學年度:95
語文別:中文
論文頁數:112
中文關鍵詞:察覺工具性目標取向學習行為
外文關鍵詞:perceived instrumentalitygoal orientationlearning behavior
相關次數:
  • 被引用被引用:1
  • 點閱點閱:518
  • 評分評分:
  • 下載下載:138
  • 收藏至我的研究室書目清單書目收藏:2
本研究目的為:(一)探討不同背景的大學生在四種察覺工具性上的差異。(二)探討不同背景的大學生在四種目標取向上的差異。(三)探討不同背景的大學生在學習行為組型上的差異。(四)探討大學生所持的察覺工具性在其目標取向上的差異。(五)探討大學生持不同察覺工具性在其學習行為組型上的差異。本研究採問卷調查法,抽取中部地區6所大學英語科系15個班級共700人,有效樣本為575人,有效樣本比率為82.14%。研究工具包括「察覺工具性量表」、「目標取向量表」及「學習行為組型量表」,蒐集的資料以卡方檢定、皮爾遜積差相關、賀德林T2考驗、單因子變異數分析及事後檢定考驗各項研究假設。
本研究結果發現如下:
一、不同性別的大學生在四種察覺工具性、學習行為組型上均沒有差異,但不同性別在趨向精熟目標上有顯著差異。
二、不同年級的大學生在四種察覺工具性上沒有差異,但不同年級的大學生在趨向表現目標、深層學習策略上有差異。
三、持不同察覺工具性的大學生在四種目標取向上均有顯著差異。
四、持不同察覺工具性的大學生後設認知策略、深層學習策略、淺層學習策略、興趣及堅持上均有顯著差異。
本研究根據研究結果提出建議,以供大學教學與學習輔導,以及未來研究之參考。
The purpose of this study was to investigate English majors’ perceived instrumentality type would make his or her goal orientation and learning behavior patterns different. The participants composed of 575 English majors form college school in middle of Taiwan. The instruments employed in this study consisted of three parts: (1) the Perceived Instrumentality Scale ; (2) Goal Orientation Scale and (3) Learning Behavior Patterns Scale. Data was analyzed by descriptive statistics, Chi-Square, Hotelling’s T2 Test, One-way ANOVA, and Pearson’s Product-Moment Correlation.
The results of this study were summarized as followings:
1. Genders had no significant differences in four kinds of perceived instrumentalities and learning behavior patterns. But students from different genders had significant differences in mastery approach goal .
2. Students from different grades had no significant differences in four kinds of perceived instrumentalities. But students form different grades differed in performance approach goal and deep-level learning strategy.
3. Students with different perceived instrumentalities differed in goal orientations.
4. Students with different perceived instrumentalities differed in learning behavior patterns.
Key words: perceived instrumentality, goal orientation, learning behavior
目次
目次……………………………………………………………………………… i
表目次…………………………………………………………………………… iii
圖目次…………………………………………………………………………… v
附錄目次………………………………………………………………………… vi
第一章 緒論…………………………………………………………………… 1
第一節 研究動機與目的…………………………………………………… 1
第二節 研究問題…………………………………………………………… 6
第三節 名詞釋義…………………………………………………………… 8
第二章 文獻探討……………………………………………………………… 12
第一節 察覺工具性的內涵………………………………………………… 12
第二節 目標取向理論……………………………………………………… 24
第三節 學習行為組型之內涵……………………………………………… 35
第四節 察覺工具性對目標取向與學習行為組型之關係………………… 38
第三章 研究方法……………………………………………………………… 45
第一節 研究架構…………………………………………………………… 45
第二節 研究假設…………………………………………………………… 47
第三節 研究對象…………………………………………………………… 47
第四節 研究工具…………………………………………………………… 48
第五節 研究程序…………………………………………………………… 59
第六節 資料處理…………………………………………………………… 60
第四章 研究結果……………………………………………………………… 62
第一節 基本統計分析……………………………………………………… 62
第二節 大學生察覺工具性、目標取向及學習行為組型之相關情形…… 65
第三節 大學生在察覺工具性、目標取向及學習行為組型上之差異情形 67
第四節 四種察覺工具性類型在目標取向與學習行為上之差異………… 73
第五章 討論、結論與建議…………………………………………………… 80
第一節 討論………………………………………………………………… 80
第二節 結論………………………………………………………………… 90
第三節 建議………………………………………………………………… 92
參考文獻………………………………………………………………………… 97
一、中文部分…………………………………………………………………… 97
二、英文部分…………………………………………………………………… 98
表目次
表2-1:各學者對未來時間觀內涵之釋義……………………………………… 14
表2-2:察覺工具性的分類……………………………………………………… 22
表2-3:二向度目標取向定義…………………………………………………… 27
表2-4:以精熟、表現取向與趨向、逃避焦點所構成的四向度目標取向…… 30
表2-5:以定義及定價兩面向構成的四向度目標取向………………………… 32
表3-1:正式樣本學校與人數分布情形………………………………………… 48
表3-4-1:察覺工具性量表項目分析結果…………………………………… 50
表3-4-2:察覺工具性量表因素分析結果摘要表……………………………… 51
表3-4-3:調節工具性量表Cronbach α分析結果…………………………… 51
表3-4-4:目標取向量表項目分析結果………………………………………… 53
表3-4-5:目標取向量表因素分析結果摘要表………………………………… 54
表3-4-6:目標取向量表Cronbach α分析結果……………………………… 55
表3-4-7:學習策略量表項目分析結果………………………………………… 56
表3-4-8:興趣量表項目分析結果……………………………………………… 57
表3-4-9:堅持量表分析結果…………………………………………………… 57
表3-4-10:學習策略因素分析結果摘要表…………………………………… 58
表4-1-4:大學生在察覺工具性量表上之描述分析摘要表…………………… 62
表4-1-2:受試者在四種察覺工具性的分布情形……………………………… 63
表4-1-3:受試者在目標取向上之描述分析摘要表…………………………… 64
表4-1-4:受試者在學習行為組型量表上之描述分析摘要表………………… 65
表4-2-1:察覺工具性與目標取向之積差相關分析摘要表…………………… 65
表4-2-2:目標取向與學習行為組型積差相關分析摘要表…………………… 66
表4-2-3:察覺工具性與學習行為組型積差相關分析摘要表………………… 67
表4-3-1:性別對察覺工具性之卡方檢定摘要表……………………………… 68
表4-3-2:不同年級的大學生在察覺工具性之卡方檢定摘要表……………… 69
表4-3-3:不同性別在目標取向上之差異情形摘要表………………………… 69
表4-3-4:不同年級在目標取向上的平均數與標準差………………………… 70
表4-3-5:不同年級在目標取向之差異分析摘要表…………………………… 71
表4-3-6:不同性別在學習行為上之差異情形………………………………… 71
表4-3-7:年級在目標取向上之平均數與標準差……………………………… 72
表4-3-8:不同年級在學習行為組型之差異分析摘要表……………………… 73
表4-4-1:察覺工具性類別在目標取向上的平均數與標準差………………… 75
表4-4-2:察覺工具性類型在目標取向上之差異分析摘要表………………… 76
表4-4-3:察覺工具性類型在學習行為上之平均數與標準差………………… 79
表4-4-4:察覺工具性在學習行為組型之變異量分析摘要表………………… 79
圖目次
圖2-1:未來時間觀架構圖……………………………………………………… 12
圖2-2:自我決定論架構圖……………………………………………………… 19
圖3-1:研究架構圖……………………………………………………………… 46
附錄目次
附錄一:察覺工具性對目標理論及學習行為組型之問卷…………………… 109
一、中文部分
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林啟超(2005年,10月)。教室目標結構、學校關係結構對高職學生目標取向與學習行為之研究。論文發表於台灣心理學主辦之「台灣心理學會第四十四屆年會」,中壢。
林啟超、謝智玲(2003)。大學生之目標取向、學習策略與學習成就之關係。大葉學報,12卷,2期,123-136。
侯玫如(2002)。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,未出版,台南。
施淑慎(2007)。國小學童之智力內隱理論、成就目標及運用逃避策略間徑路模式之檢驗。教育與心理研究,30卷,1期,141-171。
洪君蕙(2006)。 大學生自我設限學習行為之相關研究。大葉大學教育專業發展研究所碩士論文,未出版,彰化。
胡佑庭(2005)。國中生英語科課業求助行為之研究。國立高雄師範大學英語學系碩士論文,未出版,高雄市。
胡宜青(2006)。高中生英文閱讀目標導向與其學習歷程之探討。屏東科技大學技術與職業教育研究所碩士論文,未出版,屏東。
張景琪(2001)。國小學童數學科學習信念、目標取向、學習策略與數學學業成就之相關研究。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮縣。
莊石瑛(2004)。英文寫作自我效能、目標導向與自我調整學習策略之探討。屏東科技大學技術與職業教育研究所碩士論文,未出版,屏東。
程炳林(2003)。四向度目標導向模式之研究。師大學報:教育類,48卷,1期,15-40。
黃惠卿(2004)。國中數學教室目標結構、成就目標、自我效能、不適應學習行為及學習成就之相關研究。大葉大學教育專業發展研究所碩士論文,未出版,彰化。
黃雅惠(2005)。高職學生之自我設限、個人目標導向、自尊與學業表現之相關研究。國立台灣師範大學教育心理與輔導學系碩士論文,未出版,台北市。
鄭麗玉(2006)。認知心理學。台北:五南。
謝岱陵(2003)。國中生四向度目標導向之中介效果分析。國立成功大學教育研究所碩士論文,未出版,台南。
羅文秀、張淑玲(2005)。國中學生的工具性動機、目標導向與數學學業成就相關之研究。新竹師院學報,20卷,27-61。
二、英文部分

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