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研究生:呂明達
研究生(外文):Ming-Da Lue
論文名稱:2×2運動成就目標、學習策略與自我設限策略之關係研究
論文名稱(外文):A Study on the relationship among 2x2 Achievement Goals for Sport, Learning Strategy and Self-Handicapping Strategy
指導教授:黃英哲黃英哲引用關係
指導教授(外文):Ying-Che Huang
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:體育學系碩士班
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:97
語文別:中文
論文頁數:108
中文關鍵詞:2×2運動成就目標學習策略自我設限策略
外文關鍵詞:2x2 achievement goals for sportlearning strategyself-handicapping strategy
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本研究藉由探討2×2運動成就目標、學習策略與自我設限策略的關係,以了解成就目標對學習適應表現的影響。研究參與者為桃園縣基層運動選手訓練站的小學五年級、六年級、國中七年級、八年級與九年級運動選手,其中男性1025人,女性511人,共1536人。所得資料以探索性因素分析、驗證性因素分析、多元迴歸分析與Pearson積差相關分析進行處理後,得到以下發現:
1.國中小基層運動選手,所持的「精熟趨近目標」與「表現趨近目標」皆可正向預測「訊息處理及後設認知策略」、「努力與堅持策略」和「求助策略」三種學習策略,兩者的預測力以「精熟趨近目標」較高。
2.國中基層運動選手,所持的「表現逃避目標」皆能負向預測「訊息處理及後設認知策略」、「努力與堅持策略」和「求助策略」三種學習策略,「精熟逃避目標」對其則無顯著的預測力。
3.國小基層運動選手,所持的「表現逃避目標」與「精熟逃避目標」皆無法負向預測學習策略的使用。
4.國中小基層運動選手,所持的「精熟趨近目標」皆能負向預測「減低努力策略」,但對「尋求藉口策略」則無預測力;「表現趨近目標」對「減低努力策略」與「尋求藉口策略」皆無預測力。
5.國中小基層運動選手,所持「精熟逃避目標」與「表現逃避目標」皆正向預測「減低努力策略」與「尋求藉口策略」二種自我設限策略,兩者的預測力以「表現逃避目標」較高。
6.國中基層運動選手,其「訊息處理及後設認知策略」與「努力與堅持策略」對「減低努力策略」的使用關係有負相關存在,其餘策略皆呈極低度相關。國小基層運動選手,其三種學習策略與二種自我設限策略使用,皆呈極低度相關。

最後,本研究根據相關文獻與上述結果進行討論並提出建議,做為基層運動教練及選手,增進教學與學習效能參考。
This study tried to explore the influence of achievement goals on the adaptive learning performance by investigating the relationship among 2x2 achievement goals for sport, learning strategy and self-handicapping strategy. The participants were the fifth and sixth graders at elementary school and seventh to ninth graders at junior high school Taoyuan County Primary Athlete Training Center. The total number of the participants was 1,536 with a total of 1,025 male and 511 female. The data received were processed in terms of exploratory analysis, confirmatory factor analysis, multiple regression analysis, and Pearson correlation analysis. The findings were as follows:
1.The mastery-approach goal and performance-approach goal that both junior high school athletes and elementary school athletes possess could positively predict the three learning strategies which were “information processing and meta-cognition strategy”, “effort and persistence strategy” and “seeking help strategy”. The “mastery-approach goal” has higher level of prediction.
2.The performance-avoidance goal that junior high school athletes had could negatively predict “information processing and meta-cognition strategy”, “effort and persistence strategy” and “seeking help strategy”. However, “mastery-avoidance goal” did not show great prediction.
3.In terms of elementary school level, neither performance-avoidance goal nor mastery-avoidance goal could negatively predict the use of learning strategies.

4.The mastery-approach goal of both elementary and junior high school athletes could negatively predict “effort-reduction strategy” while it had no prediction on the “seeking–excuse strategy”. Performance-approach goal had no prediction in either “effort-reduction strategy” or “seeking-excuse strategy”.
5.The mastery-avoidance goal and performance-avoidance goal of both elementary and junior high school athletes can positively predict two “self-handicapping strategies” i.e. “effort-reduction strategy” and “seeking–excuse strategy”. The performance-avoidance goal had higher level of prediction.
6.In the junior high school stage, there was negative correlation among the use of “information processing and meta-cognition strategy”, “effort and persistence strategy” and “effort-reduction strategy”. On the other hand, there was extremely low level of correlation among other strategies. In terms of the elementary school stage, the use of three learning strategies and two self-handicapping strategies had extremely low level of correlation.
Finally, according to the relevant literature and the above findings, this thesis will summit proposals for the primary athletes and their coaches for improving coaching and learning efficiency.
目 次

中文摘要………………………………………………………… Ⅰ
英文摘要………………………………………………………… Ⅲ
目 次………………………………………………………… Ⅴ
表 次………………………………………………………… Ⅶ
圖 次………………………………………………………… Ⅸ
第一章 緒 論……………………………………… 1
第一節 研究背景與動機…………………………… 1
第二節 研究目的 ……………………………………… 7
第三節 研究問題 ……………………………………… 7
第四節 研究假設 ……………………………………… 7
第五節 名詞操作型定義 ……………………………… 8
第二章 文獻探討……………………………………… 11
第一節 成就目標理論 ………………………………… 11
第二節 學習策略 ………………………………………… 16
第三節 自我設限策略 ………………………………… 25
第四節 成就目標理論、學習策略與自我設限策略之關係…
……………………………………………………31
第三章 研究方法……………………………………… 36
第一節 研究架構 …………………………………36
第二節 研究工具發展 ………………………………… 37
第三節 母群與研究樣本 ……………………………… 54
第四節 施測程序 ……………………………………… 55
第五節 資料處理與統計方法………………………… 55
第四章 研究結果……………………………………… 57
第一節 2×2運動成就目標與學習策略使用關係之分析……
………………………………………………… 57
第二節 2×2運動成就目標與自我設限策略使用關係之分析
………………………………………………… 66
第三節 學習策略與自我設限策略使用之相關分析 ……… 72
第五章 討 論……………………………………… 75
第一節 2×2運動成就目標與學習策略使用關係之分析討論
…………………………………………………75
第二節 2×2運動成就目標與自我設限策略使用關係之分析
討論 ……………………………………………77
第三節 學習策略與自我設限策略使用之相關討論 …… 79
第六章 結論與建議…………………………………… 81
第一節 結論 ………………………………………… 81
第二節 建議 ………………………………………… 82
參考文獻……………………………………………………… 85
附錄一 學習經驗調查預試量表…………………………… 100
附錄二 學習經驗調查正式量表………………………… 105
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