| dc.contributor | 教育系 | - |
| dc.creator (作者) | 施淑慎 | - |
| dc.creator (作者) | Shih, Shu-Shen | - |
| dc.date (日期) | 2011-02 | - |
| dc.date.accessioned | 18-May-2015 17:13:38 (UTC+8) | - |
| dc.date.available | 18-May-2015 17:13:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-May-2015 17:13:38 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/75159 | - |
| dc.description.abstract (摘要) | The authors attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed. | - |
| dc.format.extent | 155553 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Journal of Educational Research, 104, 131-142 | - |
| dc.subject (關鍵詞) | academic emotions; contingent self-worth; implicit theories of intelligence; perfectionism; self-handicapping | - |
| dc.title (題名) | Perfectionism Implicit Theories of Intelligence and Taiwanese Eighth-Grade Students`` Academic Engagement | - |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1080/00220670903570368 | - |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1080/00220670903570368 | - |
