200509 18-4 Evaluating the Effect of Nursing College Students’ Defensive Pessimist on Learning Anxiety and Master Involvement

Jie-Zhi Lee
Jen-Te Junior College of Medicine, Nursing, and Management

According to self-worth theory and the characteristic of nursing education, this study attempted to build a path model including defensive pessimist, learning anxiety and master involvement. Data were collected from 411 students and analyzed by structural equation modeling and simultaneous analysis of several groups. The results of this study were as follows: (1) The research model fitted the observed data well. (2) Relative to low academic self-esteem, high academic self-esteem subjects using defensive reflectivity restrained learning anxiety and involved more effort to get higher grade. Implications for theory, practice and research are discussed.

Keywords
nursing college students, defensive pessimist, learning anxiety, master involvement

Reference
李介至(2003)。班級教室結構對護理科學生成就目標導向、自我調節學習與學業成就之影響。技術及職業教育學報,7,85-98。
李介至(2004)。護專學生的自我跛足策略及在教學上之啟示。慈濟護理,3(2),14-18。
李茂能(2003)。圖解式結構方程模式軟體AMOS 之簡介與應用。國民教育研究學報,11,1-39。
林清文(2002)。線性結構方程統計軟體應用。發表於彰化師範大學輔導與諮商學系主辦,小型學術研討會。91 年5 月,彰化縣:國立彰化師範大學。
邱皓政(2003)。結構方程式。台北:雙葉。
黃芳銘(2004)。社會科學統計方法學-結構方程式。台北:五南。
許麗齡(2001)。問題導向學習於護理教育上之應用。護理雜誌,48(4),31-36。
陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法-統計軟體應用。台北:五南。
教育部統計處編(2004)。中華民國教育統計。台北:教育部。
程炳林(2002)。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。
劉棻(2003)。全面品質管理在護理教育之應用。長庚護理,14(4),396-401。
Ainley, M. D. (1993). Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology, 85 (3), 395-405.
Boekaerts, M. (1987). Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition. Communication and cognition, 20(2/3), 207-224.
Brown, J. D., & Marshall, M. A. (2001). Great expectations: Optimism and pessimism in achievement settings. In E. C. Chang (Eds.), Optimism & pessimism: Implications for theory, research, and practice (pp.77-100). Washington, DC: APA.
Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: W. H. Freeman.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. NY: Cambridge University Press.
Dahlback, O. (1990). Personality and risk-taking. Personality and Individual Differences, 11, 1235-1242.
Drexler, L. P. (1995). The affective consequences of self-handicapping. Dissertation Abstracts International, 33(3), MAI998.
Dorman, J. P., Adams, J. E., & Ferguson, J. M. (2002). Psychosocial environment and student self-handicapping in secondary school mathematics classes: A cross-national study. Educational Psychology, 22(5), 499-511.
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.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motion. Journal of Personality and Social Psychology, 72, 218-232.
Eronen, S., Nurmi, J., & Salmela-Aro, K. (1998). Optimistic, defensive pessimistic, impulsive and self-handicapping strategies in university environments. Learning and Instruction, 8, 159-177.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate date analysis. Englewood Cliffs, NJ: Prentice-Hall.
Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Why some adolescents report stable self-worth over time and situation, whereas others report changes in self-worth. Journal of Personality, 71(6), 1027-1058.
House, J. D. (1997). The relationship between self-beliefs, academic background, and achievement of adolescent Asian-American students. Child Study Journal, 27, 95-110.
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.
Meltzer, L., Reddy, R., Pollica, L. S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self-perceptions: Is there a cyclical relationship between teachers’ and students’ perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, 19(1), 33-45.
Nicholls, J. G., & Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Children Development, 55(6), 1990-1999.
Norem, J. K. (2001). Defensive pessimism, optimism, and pessimism. In E. C. Chang (Eds.), Optimism & pessimism: Implications for theory, research, and practice (pp.77-100). Washington, DC: APA.
Norem, J. K. (1996). Cognitive strategies and the rest of personality. Paper presented at the Midwestern Psychological Association, Chicago, IL.
Norem, J. K. (2002). The positive power of negative thinking. New York: Basic Books.
Norem, J. K., & Cantor, N. (1986). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 1208-1217.
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 (Eds.), Optimism & pessimism: Implications for theory, research, and practice (pp.347-367). Washington, DC: APA.
Norem, J. K., & Illingworth, K. S. S. (1993). Strategy-dependent effects of reflecting on self and tasks: Some implications of optimism and defensive pessimist. Journal of Personality and Social Psychology, 65, 822-835.
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.
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 of Sport Science, 2(1), 1-9.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Rao, N., Moely, B. E., & Sachs, J. (2000). Motivational bellies, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287-316.
Robert, V. K., & Daryle, W. M. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610.
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning from teaching to self-reflective practice. New York: Guilford Press
Spielberger, C. D., Gorsuch, R., & Lushene, R. (1970). Manual for the state-trait anxiety inventory. Palo Alto, California: Consulting Psychologist Press.
Thompson, T., & Jonathan, H. (2003). Causal uncertainty, claimed and behavioral self-handicapping. British Journal of Educational Psychology, 73, 247-266.
Thompson, T., & Le Fevre, 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, claimedself-handicaps and reduce practice effort following success and failure feedback. British Journal of Educational Psychology, 71, 151-170.
Thompson, T. (2004). Re-examining the effects of noncontingent success on self-handicapping behavior. British Journal of Educational Psychology, 74, 239-260.
Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60(5), 711-725.
Urdan, T. C., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
Weary, G., & Edwards, J. A. (1994). Individual differences in causal uncertainty. Journal of Personality and Social Psychology, 67, 308-318.
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., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and attainment. Journal of Personality and Social Psychology, 74, 1619-1628.

Download
Download