2007年09月 22-2 自我保護策略之認知歸因取向及其與內外化 行為之關係:高/低因果不確定組別之等同比較
本研究根據自我價值理論,考驗二種自我保護策略在失敗期望及任務無關行為上之差異,並在高成就回鑽後考驗其與外在歸因、自我調過及偏差行為之關4系,以及高/低因果不確定組別模型之等同性比較。研究對象以614名護專學生為受試者,經自編「因果不確定性量表」、「防禦性悲觀量表」、「自我跛足策略量表」、「認知及歸因取向量表」、「學習適應量表」及「偏差行為按桔表」等量表施測,透過結構方程模式與多重樣本分析後,研究結果顯示:1. 本研究所建立的研究模式具有可接受的適配度,可解釋護專學生的觀察資料。2. 高/低因果不確定組別模型之二種自我保護策略對認知及歸因取向存在效果差異,外在歸因在學習歷程中的功能性亦不同。本研究並根據研究結果進行討論及提出建議。 關鍵字 參考書目 向天屏(2000)。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,未出版,彰化。 李介至、黃德祥(2002)。青少年宗教信仰、生活價值及道德行為之相關研究。彰化師大教育學報,3,25-51。 李介至(2004)。護專學生防禦性悲觀、自我跛足策略及避免處置作為對其內外科學業成就之影響。醫護科技學刊,6 (4),293-313。 李介至(2005)。護專學生防禦性悲觀對內外科學習焦慮及精熟投入之作用效果評估。中華輔導學報,18,121-152。 吳英璋、溫明晶(2005)。從整體學業自我效能感談青少年偏差行為與犯罪行為之形成。日新,5,34-44。林清文(2005)。自我價值保護策略。教育研究月刊,133,137-138。 陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法一統計軟體應用。台北:五南。 教育部(2004)。中華民國教育統計。台北:教育部。 黃玉、樓美玲(2005)。青少年的父母婚姻衝突、負向情緒與偏 差行為之相關性。醫護科技學千日,7 (2),129-139。 謝躍任(2005)。國小兒童偏差行為與其學校經驗相關之初探研究。高應科大人文社會科學學報,2,249-271。 薛雪萍(2000)。青少年家庭功能、親子衝突、因應策略與生活適應之相關研究。國立台灣師範大學教育心理與輔導研究所碩士論文,未出版,台北。 Andrews, C. R., & Debus, R. L. (1978). Persistence and causal perception of failure: Modeling cognitive attributions. Journal of Educational Psychology, 70, 154-166. Aunola, K., Stattin, H., & Nurmi, J.E. (2000). Adolescents, achievement strategies, school adjustment, and externalizing and internalizing problem behaviors. Journal of Youth and Adolescence, 29, 289-306. Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95(3), 604-616. Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal o fSocial Behavior and Personality, 15(5), 3-13. Bosworth, K., & Espelage, K. L. (1999). Factors associated with bullying behavior in middle school students. Journal ofEarly Adolescence, 19, 341-363. Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. Conger, J. J., & Galambos, N. L. (1996). Adolescence and youth: Psychological development in a changing world. New York: Addison-Wesley Educational. Connell, J. P. (1985). A new multidimensional measure of children’s perceptions of control. Child Development, 56, 1018-1041. Covington, M. V. (1984). The self-worthy theory of achievement motivation: Finding and implication. The Elementary School Journal, 85(1), 5-20. Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182. Craven, R. G, Marsh, H. W., & Debus, R. L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83, 17-27. Edwards, J. A. (1998). Effects of causal uncertainty on the dispositional attribution process. Journal of Experimental Social Psychology, 34, 109-135. Edwards, J. A., Weary, G., & Reich, D. A. (1998). Causal uncertainty: Factory structure and relation to the big five personality factors. Personality and Social Psychology Bulletin, 24, 451-462. Herrero, J., Estevez, E., & Musitu, G. (2006). The relationships of adolescent school-related deviant behavior and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age. Journal of Adolescence, 29(5), 671-690. Jones, E. E., & Berglas, S. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4(2), 200-206. Maatta, S, Stattin, H., & Nurmi, J. E. (2002). Achievement strategies at school: Types and correlation. Journal ofAdolescence, 25, 31-46. Maatta, S, Stattin, J., & Nurmi, J. E. (2006). Achievement strategies in peer groups and adolescents, school adjustment and norm-breaking behavior. Scandinavian Journal of Psychology, 47(4), 273-280. Martin, K. A., & Brawley, L. R. (2002). Self-handicapping in physical achievement settings: The contributions of self-esteem and self-efficacy. Self and Identity, 1, 337-351. Martin, A. J., Marsh, H. W., & Debus, R. L. (2001a). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93(1), 87-102. Martin, A. J., Marsh, H. W., & Debus, R. L. (2001b). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal, 38(3), 583-610. Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617-628. Norem, J. K. (2001). Defensive pessimism, optimism, and pessimism. In E. C. Chang (Ed.), Optimism & pessimism: Implications for theory, research, and practice (pp. 77-100). Washington, DC: APA. Norem, J. K. (2002). The positive power of negative thinking. NewYork: Basic Books. Norem, J. K., & Chang, E. D. (2001). A very full glass: Adding complexity to our thinking about the implications and applications of optimism and pessimism research. In E. C. Chang (Ed.), Optimism & pessimism: Implications for theory, research, and practice (pp. 347-367). Washington, DC: APA. Nurmi, J. E., Aunola, K., Salmela-Aro, K., & Lindroos, M. (2003). The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates. Contemporary Educational Psychology, 28, 59-90. Nurmi, J., Salmela-Aro, K., & Ruotsalainen. (1994). Cognitive and attributional strategies among unemployed young adults: A case of the failure-trap strategy. European Journal of Personality, 8, 135-148. Onatsu-Arvilommi, T., & Nurmi, J. E. (2000). The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal ofEducational Psychology, 92, 478-491. Ormrod, J. E. (2004). Educational psychology: Developing learners. Upper saddle river, NJ:Columbus. Patrick, H., Turner, J. C., Meyer, D. K., Anderman, E. M., Midgley, C, Gheen, M., & Kang, Y. (2002). The classroom environment and students, reports of avoidance strategies in Mathematics: A multimethod study. Journal ofEducational Psychology, 94(1), 88-106. Peres, C., Cury, F., Famose, J., & Sarrazin, P. (2002). When anxiety is not always a handicap in physical education and sport: Some implications of the defensive pessimism strategy. European Journal ofSport Science, 2(1), 1-9. Robert, V. K., & Daryle, W. M. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. Thompson, T. (2004). Re-examining the effects of noncontingent success on self-handicapping behavior. British Journal of Educational Psychology, 74, 239-260. Thompson, T., & Hepburn, J. (2003). Causal uncertainty, claimed and behavioral self-handicapping. British Journal of Educational Psychology, 73, 247-266. Thompson, T., & LeFevre, C. (1999). Implications of manipulating anticipatory attributions on the strategy use of defensive pessimists and strategic optimists. Personality and Individual Difference, 26, 887-904. Thompson, T., & Richardson, A. (2001). Self-handicapping status, claimed self-handicaps and reduce practice effort following success and failure feedback. British Journal of Educational Psychology, 71, 151-170. Warner, S, & Moore, S. (2004). Excuses, excuses: Self-handicapping in an Australian adolescent sample. Journal of Youth and Adolescence, 33(4), 271-281. Weary, G., & Edwards, J. A. (1994). Individual differences in causal uncertainty. Journal of Personality and Social Psychology, 67, 308-318. Weiner, B. (1972). Theories of motivation. Chicago, IL:Markham. Yamawaki, N. N., Tschanz, B. T., & Feick, D. L. (2004). Defensive pessimism, self-esteem instability, and goal strivings. Cognition & Emotion, 18(2), 233-250. Zuckerman, M., & Tsai, F. F. (2005). Cost of self- handicapping. Journal ofPersonality, 73(2), 411-443. |