黃世琤教授 Professor Shih-Tseng Tina Huang

The purposes of this study were to investigate the motivational beliefs and moti-vational regulation strategies of senior high school students, and to explore the rela- tionships among self-efficacy, expectancy for success, academic task value, and moti-vational regulation strategies.
1,000 senior high school students completed the Motivational Regulation Strat-egy Scale, the Self-Efficacy Scale, the Expectancy for Success Scale, and the Academic Task Value Scale. The data was analyzed by applying descriptive statistics,ANOVA, t-test, MANOVA, Pearson’s product-moment correlation, and canonical correlation. The conclusions of the study were as follows:
1.Senior high school students would make use of the five motivational regulation strategies to maintain their persistence at academic tasks. The senior high schoolstudents of the third grade would use more academic motivational regulationstrategies among three grades in the study. Female students were more likely to report that they would increase their level of motivation by relying on “masterygoal and intrinsic interest promotion "and “environment and resource management".
2.Senior high school students have medium-high self-efficacy, expectancy for success, and academic task value. Grade differences were found in students' self-efficacy, expectancy for success, and academic task value.
3.Correlations among students' self-efficacy, expectancy for success, and academic task value were found significant.
4.The students who had higher self-efficacy, expectancy for success, and academic task value tend to use “aggressive” motivational regulation strategies. And those who had lower motivation beliefs tend to use “conservative” self-control regulation strategies.
Based on the above results, discussions and implications were provided for prac- tice of counseling and future research.

Keywords
self-efficacy, expectancy for success, motivational regulation strategies, academic task value

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