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題名 目標設定、失敗容忍力、歸因型態與失敗反應的關係
作者 林淑美
貢獻者 林邦傑
林淑美
日期 1989
上傳時間 4-May-2016 14:34:56 (UTC+8)
摘要 論文提要:
     本研究之主要目的在於探討下列問題:
     (1)目標難度和失敗反應的關係；
     (2)目標來源和失敗反應的關係；
     (3)失敗容忍力的三個因素，情緒感受、行動取向、學業冒險與失敗反應的關係;
     (4)歸因型態和失敗反應的關係;
     (5)自我能力評估和失敗反應的關係;
     (6)性別與各自變項在失敗反應上可能之交互作用情形。
     本研究抽取台北市十二所圈中二年級學生共910人(女生470人，男440人)為施測對象。研究工具包括(一)學業失敗容忍力量表、(二)情境設計中的說明部份(內含歸因型態與自我能力評估之測量)、(三)情境設計中的實驗部份(內含依變項之測量)。採用的統計方法有因素分析、多元逐步迴歸、變異數分析和事後多重比較。
     本研究之主要結果有下列幾項:
     (一)目標難度愈高，失敗後之目標接受程度愈低，但失敗後之感情反應愈具建設性;失敗後之行為反應，則以高目標難度和中目標難度時最具建設性。
     (二)共定目標組在失敗後之目標接受程度上，顯著高於指定目標組;在感情反應上，亦較指定目標組和自定目標組具建設性。
     (三)失敗容忍力愈高者，其失敗反應愈具有建設性。
     (四)策略歸因組之失敗反應最具建設性。
     (五)在失敗後之行為反應上，自我能力評估高者比自我能力評估低者具建設性。
     (六)在失敗後之目標接受程度和感情反應上，性別與其他自變項有
     交互作用。
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     Terborg, J. R. (1976). The mot i vat i ona 1 components of goal setting. Journal of Applied Pshchology. 61, 613-621.
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描述 碩士
國立政治大學
教育學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002005711
資料類型 thesis
dc.contributor.advisor 林邦傑zh_TW
dc.contributor.author (Authors) 林淑美zh_TW
dc.creator (作者) 林淑美zh_TW
dc.date (日期) 1989en_US
dc.date.accessioned 4-May-2016 14:34:56 (UTC+8)-
dc.date.available 4-May-2016 14:34:56 (UTC+8)-
dc.date.issued (上傳時間) 4-May-2016 14:34:56 (UTC+8)-
dc.identifier (Other Identifiers) B2002005711en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/90664-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description.abstract (摘要) 論文提要:
     本研究之主要目的在於探討下列問題:
     (1)目標難度和失敗反應的關係；
     (2)目標來源和失敗反應的關係；
     (3)失敗容忍力的三個因素，情緒感受、行動取向、學業冒險與失敗反應的關係;
     (4)歸因型態和失敗反應的關係;
     (5)自我能力評估和失敗反應的關係;
     (6)性別與各自變項在失敗反應上可能之交互作用情形。
     本研究抽取台北市十二所圈中二年級學生共910人(女生470人，男440人)為施測對象。研究工具包括(一)學業失敗容忍力量表、(二)情境設計中的說明部份(內含歸因型態與自我能力評估之測量)、(三)情境設計中的實驗部份(內含依變項之測量)。採用的統計方法有因素分析、多元逐步迴歸、變異數分析和事後多重比較。
     本研究之主要結果有下列幾項:
     (一)目標難度愈高，失敗後之目標接受程度愈低，但失敗後之感情反應愈具建設性;失敗後之行為反應，則以高目標難度和中目標難度時最具建設性。
     (二)共定目標組在失敗後之目標接受程度上，顯著高於指定目標組;在感情反應上，亦較指定目標組和自定目標組具建設性。
     (三)失敗容忍力愈高者，其失敗反應愈具有建設性。
     (四)策略歸因組之失敗反應最具建設性。
     (五)在失敗後之行為反應上，自我能力評估高者比自我能力評估低者具建設性。
     (六)在失敗後之目標接受程度和感情反應上，性別與其他自變項有
     交互作用。		zh_TW
dc.description.tableofcontents 目錄
     第一章 緒論………1
     第一節 研究動機與目的………1
     第二節 研究限制………6
     第三節 重要名詞解釋………7
     第二章 理論基礎與文獻探討………9
     第一節 建設性失敗理論………9
     第二節 目標設定………23
     第三節 個別差異與失敗反應………34
     第三章 研究方法………52
     第一節 研究假設………52
     第二節 研究對象………53
     第三節 研究工具………55
     第四節 實施程序………64
     第五節 統計處理………65
     第四章 研究結果………68
     第一節 操弄變項的檢核………68
     第二節 多元逐步迴歸分析………69
     第三節 目標設定與失敗反應的關係………76
     第四節 失敗容忍力與失敗反應的關係………83
     第五節 歸因型態與失敗反應的關係………116
     第五節 自我能力評估與失敗反應的關係…………..127
     第五章 討論、結論與建議………132
     第一節 討論………132
     第二節 結論………143
     第三節 建議………145
     參考書目………150
     附錄………178
     
     表次
     表2-1 失敗成份之有關因素及其對失敗反應之預測………11
     表2-2 歸因的三個向度………41
     表3-1 樣本人數分怖情形………54
     表4-1 預測目標接受的多元逐步迴歸分析摘要表………70
     表4-2 預測失敗反應的多元逐步迴歸分析摘要表………71
     表4-3 預測感情反應的多元逐步迴歸分析摘要表………73
     表4-4 預測行為反應、的多元逐步迴歸分析摘要表………74
     表4-5 不同目標難度、目標來源的各組受試者在目標接受上得分之變異數分析摘要表………77
     表4-6 不同目標難度的各組受試者在目標接受上得分之變異分析摘要表………78
     表4-7 表4-6資料之事後多重比較………78
     表4-8 不同目標來源的各組受試者在目標接受上得分之變異數分析摘要表………78
     表4-9 表4-8資料之事後多重比較………79
     表4-10 不同目標難度、目標來源的各組受試者在感情反應上得分之變異數分析摘要表....................79
     表4-11 不同目標難度的各組受試者在感情反應、上得分之變異數分析摘要表………80
     表4-12 表4-11資料之事後多重比較………80
     表4-13 不同目標來源的各組受試者在感情反應上得分之變異數分析摘要表………80
     表4-14 表4-13資料之事後多重比較………81
     表4-15 不同目標難度、目標來源的各組受試者在行為反應上得分之變異數分析摘要表………81
     表4-16 不同目標難度的各組受試者在行為反應上得分之變異數分析摘要表………82
     表4-17 表4-16資料之事後多重比較………82
     表4-18 不同情緒感受、目標難度、目標來源的各組受試者在目標接受上得分之變異數分析摘要表………84
     表4-19 不同情緒感受、目標難度、性別的各組受試者在自標接受上得分之變異數分析摘要表………85
     表4-20 不同情緒感受、性別的各組受試者在目標接受上得分之單純主要效果分析摘要表………86
     表4-21 不同目標難度、性別的各組受試者在目標接受上得分之單純主要效果分析摘要表………87
     表4-22 不同情緒感受、目標難度、目標來源的各組受試者在感情反應、上得分之變異數分析摘要表………89
     表4-23 表4-22資料之事後多重比較………89
     表4-24 不同目標難度、目標來源的各組受試者在感情反應上得分之單純主要效果分析摘要表………90
     表4-25 不同情緒感受、目標難度、性別的各組受試者在感情反應上得分之變異數分析摘要表………91
     表4-26 不同情緒感受、目標難度、目標來源的各組受試者在行為反應上得分之變異數分析摘要表………92
     表4-27 不同情緒感受、目標難度、性別的各組受試者在行為反應上得分之變異數分析摘要表………93
     表4-28 不同行動取向、目標難度、目標來源的各組受試者在目標接受上得分之變異數分析摘要表………96
     表4-29 不同行動取向、目標難度、目標來源的各組受試者在目標接受得分上之單純單純主要效果分析摘要表………97
     表4-30 不同行動取向、目標難度、性別的各組受試者在目標接受上得分之變異數分析摘要表……….99
     表4-31 不同行動取向、目標難度、性別的各組受試者在目標接受上得分之單純單純主要效果分析摘要表………100
     表4-32 不同行動取向、目標難度、目標來源的各組受試者在感情反應得分上之變異數分析摘要表………102
     表4-33 表4-32資料之事後多重比較………103
     表4-34 不同行動取向、目標難度、性別的各組受試者在感情反應、上得分之變異數分析摘要表………103
     表4-35 不同行動取向、目標難度的各組受試者在感情反應上得分之單純主要效果分析摘要表………104
     表4-36 不同行動取向、目標難度、目標來源的各組受試者在行為反應上得分之變異數分析摘要表………105
     表4-37 表4-36資料之事後多重比較………106
     表4-38 不同行動取向、目標難度、性別的各組受試者在行為反應、上得分之變異數分析摘要表………107
     表4-39 不同行動取向、目標難度的各組受試者在行為反應、上得分之單純主要效果分析摘要表………107
     表4-40 不同學業冒險、目標難度、目標來源的各組受試者在目標接受上得分之變異數分析摘要表………110
     表4-41 不同學業冒險、目標難度、性別的各組受試者在自標接受上得分之變異數分析摘要表………111
     表4-42 不同學業冒險、目標難度、目標來源的各組受試者在感情反應得分上之變異數分析摘要表………112
     表4-43 表4-42資料之事後多重比較………112
     表4-44 不同學業冒險、目標難度、性別的各組受試者在感情反應上得分之變異數分析摘要表………113
     表4-45 不同學業冒險、目標難度、目標來源的各組受試者在行為反應上得分之變異數分析摘要表………114
     表4-46 表4-45的資料之事後多重比較………114
     表4-47 不同學業冒險、目標難度、性別的各組受試者在行為反應上得分之變異數分析摘要表………115
     表4-48 不同歸因型態、目標難度、目標來源的各組受試者在目標接受上得分之變異數分析摘要表………117
     表4-49 不同歸因型態、目標難度、性別的各組受試者在自標接受上得分之變異數分析摘要表………117
     表4-50 不同歸因型態、目標難度、性別的各組受試者在日標接受上得分之單純單純主要效果分析摘要表………118
     表4-51 不同歸因型態、目標難度、目標來源的各組受試者在感情反應得分上之變異數分析摘要表………121
     表4-52 表4-51資料之事後多重比較………121
     表4-53 不同歸因型態、目標難度、性別的各組受試者在感情反應上得分之變異數分析摘要表………122
     表4-54 不同歸因型態、性別的各組受試者在感情反應上得分之單純主要效果分摘要表………122
     表4-55 不同歸因型態、目標難度、目標來源的各組受試者在行為反應上得分之變異數分析摘要表………124
     表4-56 表4-55資料之事後多重比較………125
     表4-57 不同歸因型態、目標難度、性別的各組受試者在行為反應上得分之變異數分析摘要表………125
     表4-58 不同自我能力評估、目標難度、目標來源的各組受試者在目標接受上得分之變異數分析摘要表………127
     表4-59 不同自我能力評估、目標難度、性別的各組受試者在目標接受上得分之變異數分析摘要表………128
     表4-60 不同自我能力評估、目標難度、目標來源的各組受試者在感情反應得分上之變異數分析摘要表………129
     表4-61 不同自我能力評估、目標難度、性別的各組受試者在感情反應上得分之變異數分析摘要表………129
     表4-62 不同自我能力評估、目標難度、目標來源的各組受試者在行為反應上得分之變異數分析摘要表………130
     表4-63 不同自我能力評估、目標難度、性別的各組受試者在行為反應上得分之變異數分析摘要表………l31
     
     圖次
     圖2-1 Wortman和Brehm的習得無助論和抵抗論之整合模式………16
     圖2-2 Csikszentmihalyi的流動狀態模式………21
     圖2-3 目標難度與工作表現的關係………26
     圖2-4 目標、目標難度與工作表現的關係圖………31
     圖4-1 情緒感受、性別在對目標接受上之交互作用………85
     圖4-2 目標難度、性別在目標接受上之交互作用………87
     圖4-3 目標難度、目標來源在感情反應、上之交互作用………91
     圖4-4 行動取向、目標難度、目標來源在目標接受上之交互作用………98
     圖4-5 行動取向、目標難度、性別在目標接受上之交互作用………101
     圖4-6 行動取向和目標難度在感情反應上之交互作用………104
     圖4-7 行動取向和目標難度在行為反應上之交互作用………108
     圖4-8 歸因型態、目標難度、性別在目標接受上之交互作用………119
     圖4-9 歸因型態和性別在感情反應上之交互作用………123		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002005711en_US
dc.title (題名) 目標設定、失敗容忍力、歸因型態與失敗反應的關係zh_TW
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 參考書目
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     王大延(民73)，國小學童歸因方式與學業成就關係之研究，師大教育研究所碩士論文。
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     吳武典、陳淑娟(民72)，國中導師手冊。台北市、高雄市教育局編印。
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     林榮模(民75)工業心理學:理論與應用。台北:自發行。
     金樹人(民67)，國中學生動機水準、工作難度、合作與競爭對工作表現及焦慮狀態之影響，師大教育研究所碩士論文。
     洪碧霞(民72)，圈中學生歸因方式及其相關因素之探討，新竹師專學報，第9期，頁95-132。
     郭生玉(民73)，國小學童成敗歸因與學業成就，成就動機及成敗預期關係之研究，師大教育心理學報，第17期，頁51-72。
     陳秀珍(民69)，焦慮、內外控及挫折對注意力作業之個別及交互影響，台大心理研究所碩士論文。
     張娟鳳(民74)，母親教養方式與兒童勝任動機及自我能力評估關係之研究，師大教育研究所碩士論文。
     莊耀嘉(民69)，圈中生的人格特質、學業成就歸因及其行為，台大心理研究所碩士論文。
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     裘友善(民76)，目標難度對工作表現的影響，師大教育研究所博士論文。
     
     二、英文部份:
     Abramson, L.Y., & Seligman, E.P. (1978). Learned helplessness in human: Critique and reformulation. Journal of Abnormal Psycholorgy, 87, 49-74.
     Alexander, C.J., & Schuldt, J. (1984). Effects of choice, goal difficulty, and need achievement on performance. Journal of Clinical Psychology, 40, 1354-1361.
     Anderson, C. A. (1983). Motivationa1 and performance deficits in interpersonal settings: The effects of attributional style. Journal of Personality and Social Psychology, 45, 1136-1147.
     Anderson, C. A., & Jennings, D.L. (1980). When experiences of failure promote expectations of success. The impact of attributing failure to ineffective strategies. Journal of Personality, 48, 393-405.
     Andrew, G.R., & Debus, R.L. (1978). Persistence and the causal perception of failure: Modifying cognitive attributions. Journal of Educational Psychology, 70, 154-166.
     Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
     Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
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