English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 109952/140887 (78%)
Visitors : 46281122      Online Users : 1228
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98706


    Title: 調節假設或適配假設？--二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究
    Other Titles: Buffer Hypothesis or Match Hypothesis？--The Examination of Two Competitive Hypothesizes and the Study of Influence of Changes in the Perceived Classroom Goal Structure for Junior High School Students
    Authors: 陳嘉成
    Keywords: 教室目標結構;個人目標導向;數學能力知覺;適應學習組型
    Classroom goal structure;Personal achievement goal;Perceived competence of mathematics;Adaptive learning pattern
    Date: 2008-06
    Issue Date: 2016-07-04 11:53:47 (UTC+8)
    Abstract: 本研究探討?大議題：其一，當學生的成就目標與教室目標結構相符或是相?時，學生的學習組型會產生何種變化，藉以檢驗成就目標??當中的?個相競假設（調節假設與適配假設）。其二，知覺教室目標結構的變化，會對學習組型產生?麼影響？本研究以341位國中學生為樣本，經由統計分析，結果顯示：(一)本研究比較支持調節假設的觀點，而且目標結構對學習組型的影響，比個人成就目標?得顯著，?過在「考試焦慮」方面，結果與上述?有差?。(二)當教室目標結構趨向精熟時，效果會表現在正向的學習組型上；?目標結構愈趨向表現時，則使得負面學習組型增加（如考試焦慮）。換?話?，提升教室精熟目標結構或?低表現目標結構，都有助於學生發展適應性的學習組型，只是助益的向?有所?同。文末研究者將根據研究結果，對學生學習與未?研究提出具體建議。
    The increasing researches on the association between classroom goal structure and learning behavior pattern， but little is known about the effects of changes in the perceived classroom goal structure. The comparisons of the students who perceive an increase， decrease， or no change in the goal structure during two semesters are examined. By MANOVA and ANCOVA， the conclusions in this research are as follows: (A)The students pursued mastery goal come into mastery context demonstrate the adaptive learning behavior pattern; and the students pursued performance goal come into performance context demonstrate the maladaptive learning behavior pattern. The result supports the buffer hypothesis. But it is not the case at test anxiety， the students pursued mastery goal come into performance context demonstrate more downward comparison than the students pursued performance goal come into mastery context. (B) The students who perceived the increase of mastery goal structure， perceive higher math competence， and use more self-regulation strategy while learning math. The students who perceived the increase of performance goal structure have the strongest test anxiety than the other two groups. It means that to foster the mastery goal structure or reduce performance goal structure will associate to the adaptive learning behavior pattern. The nature of achievement goal and the implication are discussed.
    Relation: 教育與心理研究, 31(2),27-58
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2497View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback