2003年3月 14-5高中學生之自我效能、成功期望、學習任務價值與動機調整策略之研究

李旻樺 林清文
國立彰化女子高級中學 國立彰化師範大學輔導與諮商學系
 
本研究旨在了解高中學生的動機信念與動機調整策略,進而探討自成效能、成功期望與學習任務價值等三個動機信念與動機調整策略之間的相關情形。研究對象為1,000 位高中學生,根據受試者在「動機調整策略量表」、「自我效能量表」、「成功期望量表」、「學習任務價值量表」的得分進行統計分析。研究結果發見:
一、高中學生廣泛使用多種動機調整策略以維持學習動機。其中高三學生會運用更多的動機調整策略,而女生較常使用「精熟興趣提升」和「學習情境與資源安排」兩種動機調整策略。
二、高中學生具有中等以上的自我效能、成功期望以及學習任務價值,而高三學生又高於高一、高二學生。
三、高中學生的自我效能、成功期望與學習任務價值具有關連性。
四、自我效能、成功期望、學習任務價值等動機信念高的高中學生較傾向使用「進取型」動機調整策略﹔動機信念低的學生也會使用「保守型」動機調整策略。
本研究針對上述結果加以討論,並提出各項建議供輔導實務與未來研究之參考。

參考書目

吳靜吉、程炳林(民81)。激勵的學習策略量表之修訂。中國輔導學會測驗年刊,39 '59-78 。

林宏恩(民79) 。高中高職學生不同問題解決能力與其生活適應之差異比較研究。國立高雄師範大學教育研究所碩士論文,未出版。

黃盛蘭(民88 )。高中學生行為困擾問題與求助態度之研究。國立臺灣師範大學教育研究所碩士論文,未出版。

張景媛(民81 )。自我調整、動機信念、顯題策略與作業表現關係的研究暨自我調整訓練課程效果之評估,教育心理學報, 25' 201-243 。

程炳林(民80 ) 。激勵的學習策略之相關研究。國立政治大學教育研究所碩士論文,未出版。

程炳林(民91 ) 。學習工作、動機問題與大學生自我調整學習策略之關係。教育心理學報, 33 ( 2 ) ' 79-102 。

楊百川(民90 ) 。高中生心理需求困擾之評量與調查研究。國立成功大學教育研究所碩士論文,未出版。

趙柏原(民88 ) 。園中學生自我效能、求助態度與課業求助行為之相關研究。國立彰化師範大學教育研究所碩士論文, 未出版。

魏麗敏(民85 ) 。影響國小見童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文,未出版。

Bandura, A. ( 1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Bandura, A. (l997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

Bembenutty, H. (1999). Sustaining motivation and academic goals: the role of academic delay of gratification. Learning & Individual Differences, II, 233-258.

Berndt, T. J., & Miller, K. E. (l 990). Expectancy, value, and achievement in junior high school. Journal o f Educational Psychology, 82, 319-326.Como, L. & Kanfer, R. (l 993). The role of volition in learning and performance. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol. 19, pp. 301-341). Washington, DC: American Educational Research Association. 

Eccles(Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kacza, C.M.,Meece, J. L., & Midgley, C. (1983).Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp.75-146). San Francisco: W. H. Freeman.Eccles, J., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: a test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43. 

Garcia, T. (l 995). The role of motivational strategies in self-regulated learning. New Directions for Teaching and Learning, 63, 29-42.McCann,E.J., & Garcia, T. (l999). Maintaining motivation and regulating emotion: measuring individual differences in academic volitional strategies. Learning and Individual Difference, 11, 259-279.Patrick, H., Ryan, A. M., Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and Individual Differences, 11(2), 153-171.Pajares, F. (1996). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in Motivation and Achievement (pp.1-49). Green-wich, CT: JAi Press.Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psycholog)位 36, 89-101.Pintrich, P. R. (1999). Taking control of research on volitional control: challenges for future theory and research. Learning & Individual Differences, 11, 335-354. 

Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts & P. P. Pintrich (Eds.), Handbook ofself-regulation (pp.451-502). San Diego, CA: Academic Press.Pintrich, P. R. (2000b). The role of motivation in promoting and sustaining self-regulated learning. In P. K. Smith & A. D. Pellegrini (Eds.), Psychology of Education: Major Themes (VoI. 3, pp 400-413). New York: Routledge Falme. 

Pintrich, P. R. (2000c). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: the role of motivation and use of learning strategies. Journal of Educational Psychology, 82, 41-50.Sansone, C., Weir, C., Hapster., L., & Morgan, C. (1992). Once a boring task always a boring task? Interest as a self-regulatory mechanism. Journal of personality and social psychology 63, 379-390.Schunk, D. H. (l989). Self-efficacy and cognitive skill learning. In C. Ames & R. Ames(Eds.), Research on Motivation in Education (l勿I. 3, pp. 13-44). San Diego: Academic Press.Schunk, D. H. (l996). Learning Theories: an Educational Perspective. Englewood Cliffs, NJ: Prentice-Hall, Inc.Stipek, D. J. (l 988). Motivation to Learn: From Theory 的 Practice. Englewood Cliffs, NJ: Prentice-Hall, Inc.Suarez Riveiro, J.M., Cabanach, R. G., & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. The British Journal o f Educational Psychology, 71, 561-.575.Wigfield, A. (l 994). Expectancy-value theory of achievement motivation: a developmental perspective. Educational Psychology Review, 6, 49-78.Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: a theoretical analysis. DevelopmentaI Review, 12, 265-310.Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement. Contemporary Educational Psychology, 25, 68-81 .Wolters, C. A. (l998). Self-regulated learning and college students' regulation motivation. Journal o f Educational Psychology, 90, 224-235.Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom. Learning & Individual Differences, 11, 281-300.VanZile-Tamsen, C., & Livingston, J. A. (1999). The differential impact of motivation on the self-regulated strategy use of high-and low-achieving college students. Journal of College Student Development, 40, 54-60.Zimmermzan, B. J. (1998). Academic studying and the development of personal skill : a self-regulatory perspective. Educational Psychologist, 33(213), 73-86. 

Zimmermzn, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts & P. P. Pintrich (Eds.), Handbook of self-regulation (pp.749-768). San Diego, CA: Academic Press.Zimmermzan, B. J., & Martinez-Pons Manuel. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.

全文下載
全文下載