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Title: 四分法成就需求架構之驗證及其對成就目標導向模式的調節效果
Other Titles: Testing a Quadripolar Framework ofAchievement Need and its Moderating Effect on a Model ofAchievement Goal Orientation
Authors: 江氏瑜
Min-Yu Chiang
Biing-Lin Cherng
Issue Date: Dec-2011
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 本研究主要目的有(1)檢驗四分法成就需求在適應性與不適應性學習組型的差異情形;(2)分析四分法成就需求對成就目標導向模式的調節作用。樣本選取共抽取高雄市16所國中63個班級1780名學生,蒐集的資料以多變量變異數分析、結構方程模式多樣本分析進行統計考驗。研究結果顯示(1)求成需求與避敗需求呈低度負相關,支持四分法成就需求的觀點;(2)在適應性學習組型的興趣與自我效能,成功導向組顯著高於過分努力組;在成功期望,失敗逃避組顯著高於失敗接受組;在不適應性學習組型的自我設限與逃避生疏,過分努力組顯著高於成功導向組;在逃避生疏,失敗逃避組顯著高於失敗接受組;(3)多樣本分析結果顯示,四組在精熟課室目標結構影響個人精熟目標導向有顯著差異。最後,根據研究結果提出相關課室實務與未來研究建議。
This study aims at testing: (a) the application of a quadripolar framework of need for achievement to differentiate students with adaptive and maladaptive patterns of learning; (b) the moderating effect of the achievement need model on achievement goal orientation. The sample consisted of 1780 seventh-to-ninth graders representing 63 classrooms from 16 schools in Kaohsiung City. Multivariate analyses and structural equation modeling using multi samples were conducted. Results indicated: (a) a low and negative correlation between success achievement need and failure avoidance need, which confirms the hypothesis of the quadripolar model; (b) In the adaptive patterns of learning group, success-oriented individuals were significantly higher than overstrivers on academic interest and self-efficacy, and failure-avoiders were significantly higher than failure-acceptants on the expectance of success; (c) In the maladaptive patterns of learning group, overstrivers were significantly higher than success-oriented individuals on self-handicapping and novelty avoidance, and failure-avoiders were significantly higher than failure-acceptants on novelty avoidance; (d) results of multi-sample analysis indicated that the structural parameters on the model of achievement goal orientation were significantly different among the four groups. The results and implications for intervention and future research were addressed.
Other Identifiers: 40A06A53-C93B-323E-CAA6-278F23099089
Appears in Collections:教育心理學報

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