國中生目標導向、自我效能與學習策略、自我設限策略及作弊之關係

Abstract

國中生目標導向、自我效能與 學習策略、自我設限策略及作弊之關係 中文摘要 本研究的主要目的為:(1)瞭解國中生所持有的目標導向之現況;(2)探討國中生目標導向與自我效能之關係;(3)找出國中生目標導向及自我效能對策略的使用與作弊的預測力;(4)探知國中生性別、年級與目標導向、自我效能、策略的使用及作弊之關係。本研究以量表調查法來蒐集資料,使用自編「國中生學習行為量表」為測量工具,研究對象是以北部國中生為研究母群體,採立意取樣方式,分別從台北縣、台北市、基隆市以及桃園縣各選取兩所國中為施測學校,得有效樣本532份。以積差相關、t考驗、單因子變異數分析、逐步迴歸分析及多變項變異數分析進行資料分析,研究發現如下: 1、 國中生所持有的目標導向類型並不一,由高至低依次為趨向精熟目標、逃避精熟目標、趨向表現目標、逃避表現目標。 2、 趨向精熟目標、逃避精熟目標、趨向表現目標與自我效能呈顯著正相關,而逃避表現目標與自我效能未達顯著相關。 3、 趨向精熟目標、自我效能、逃避精熟目標以及趨向表現目標正向預測認知策略、資源經營策略及後設認知策略;逃避表現目標正向預測自我設限策略、作弊行為認知、作弊行為;而趨向精熟目標及逃避精熟目標則負向預測自我設限策略及作弊行為認知;另外,趨向精熟目標負向預測作弊行為。 4、 男生在趨向表現目標、逃避表現目標、自我效能、自我設限策略、作弊行為認知以及作弊行為上較女生為高;一年級在趨向精熟目標、趨向表現目標以及逃避表現目標上最多;一年級學生在資源經營策略及後設認知策略上高於三年級學生;隨著年級上升,作弊行為認知以及作弊行為也隨著上升。 本研究根據研究結果,提供建議以供實務工作及未來研究上之參考。 關鍵詞:目標導向、自我效能、學習策略、自我設限策略、作弊
The Relations Among Junior High School Students’ Goal Orientations, Self-Efficacy, Learning Strategies, Self-Handicapping Strategies and Cheating Chao-Fan Yao ABSTRACT This research examined (1) how the junior high school students’ goal orientations were, (2) the relations between the junior high school students’ goal orientations and self-efficacy, (3) how the junior high school students’ goal orientations and self-efficacy could predict the use of strategies and cheating, and (4) the relations among the junior high school students’ genders, grades, goalorientations, self-efficacy, the use of strategies and cheating. The population was the junior high school students from North Taiwan. A self-reported survey compiled by the researcher was conducted with 532 junior high school students from Taipei City, Taipei County, Keelung City and Taoyuan County. Correlation, t-test, one-way ANOVA, stepwise multiple regression and MANOVA were used to analyze the data. Results indicated that the sequence of goal orientations possessed by the junior high school students from the most to the least was approach mastery goals, avoidance mastery goals, approach performance goals and avoidance performance goals. Then, except avoidance performance goals, all the other kinds of goal orientations were related positively to self-efficacy separately. Moreover, approach mastery goals, self-efficacy, avoidance mastery goals and approach performance goals could predict positively learning strategies while avoidance performance goals could predict positively self-handicapping strategies and cheating; besides, approach mastery goals and avoidance mastery goals were the negative predictors of self-handicapping strategies and cheating. Additionally, males had more performance goals, self-efficacy, self-handicapping strategies, cheating beliefs and behaviors than did females. Finally, seventh graders had the most approach mastery, approach performance and avoidance performance goals; they also had more support skills and meta-cognitive strategies than did ninth graders while ninth graders had more cheating beliefs and behaviors. Based on those results, implications for practical work and suggestions for future researches were offered. Keywords: Goal Orientation, Self-Efficacy, Learning Strategies, Cheating, Self-Handicapping Strategies

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目標導向, 自我效能, 學習策略, 自我設限策略, 作弊, Goal Orientation, Self-Efficacy, Learning Strategies, Self-Handicapping Strategies, Cheating

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