黃世琤教授 Professor Shih-Tseng Tina Huang

This study used task analysis to explore the components that clients need in order to raise their achievement task value. Thirteen high school students participated in this research. Ten out of them performed solution behavior, and three did not. A coding system was constructed with open coding to code the counseling transcripts. The initial behavior of the clients in this research was characterized by low achievement task value expressed either orally or in writing. The issues in the initial stage were as follows: (1) clients felt helpless toward English; (2) clients need to be committed to change; (3) clients need to re-attribute school failure from outside reason to inside reason; (4) finally, clients get insights to understand the influence of their low achievement value on their learning motivation. The issues in the middle counseling stage included: (1) clients explore their successful experience to regain enthusiasm to deal with their school achievement task again; (2) clients’ resistance was used as a subject to discuss possible difficulties, and counselors could provide guidance for clients to develop self-regulated learning strategies; (3) clients then could develop better self-efficacy and they believed the cost of doing well in English was not high. Then, their achievement task value was raised. The issues in the final stage were: (1) clients would declare their future career or life goals; (2) clients might reevaluate the importance and utilities of English task value and agreed that both values were raised. The resulting behaviors of this research were identified by the elevation of students’ achievement task value and learning motivation and the presentation of self-directed learning behaviors.

Keywords
achievement task value, task analysis, learning counseling, counseling model.

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