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https://ah.lib.nccu.edu.tw/handle/140.119/29539
題名: | Taiwanese sixth graders` achievement goals and their motivation strategy use and grades: An examination of the multiple goal perspective | 作者: | 施淑慎 | 日期: | 九月-2005 | 上傳時間: | 10-八月-2009 | 摘要: | Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders` motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including intrinsic motivation, self-handicapping, and the use of cognitive and metacognitive strategies. I collected students` grades from school records at the end of the semester. Results suggested that mastery goals were positively associated with Taiwanese students` motivation, cognitive engagement, and grades, regardless of their level of performance-approach orientation. Also, results validated the theoretical distinction within performance goals proposed by recently revised goal theory, that is, that performance-approach and performance-avoidance goals may lead to different consequences for motivation, cognition, and achievement. Specifically, performance-approach goals were adaptive in terms of children`s use of cognitive strategies and their grades, whereas performance-avoidance goals were related to students` maladaptive motivation, namely, self-handicapping. Implications for education and future research are discussed. | 關聯: | Elementary School Journal, 106(1), 39 | 資料類型: | article | DOI: | http://dx.doi.org/10.1086/496906 |
Appears in Collections: | 期刊論文 |
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