政大學術集成


Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/32944


Title: 高中生成就目標、成敗歸因、內隱理論、學生知覺教師態度、學業成就與自我跛足之關係
Authors: 潘如珮
Contributors: 林邦傑
潘如珮
Keywords: 自我跛足
成就目標
成敗歸因
內隱理論
學生知覺教師態度
學業成就
Date: 2003
Issue Date: 2009-09-17 14:55:31 (UTC+8)
Abstract: 本研究主要目的在探就高中生之性別在取得之障礙與宣稱之障礙兩種自我跛足策略使用上的差異情形;探究不同成就目標導向、智力內隱理論、學業成敗歸因方式以及學生知覺教師態度對自我跛足策略使用的預測情形;以及取得之障礙與宣稱之障礙兩種自我跛足策略與學業成就的相關情形。
本研究採問卷調查法,研究對象為大台北高中生350名,男女人數各半。研究工具包括:自編的「成就目標導向量表」、「學業成敗歸因量表」、「智力內隱理論量表」、「學生知覺教師態度量表」以及「自我跛足策略量表」。以描述統計、t考驗、多元迴歸、積差相關進行統計處理。
研究結果發現:
一、男女生在自我跛足策略中的取得之障礙上沒有性別差異。
二、男女生在自我跛足策略中的宣稱之障礙上有性別差異,女生比男生較常使用宣稱之障礙。
三、表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度以及學生知覺教師精熟目標,可有效預測取得之障礙。「表現目標導向」和「外在歸因」正向預測取得之障礙;「內在歸因」負向預測取得之障礙。
四、表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度以及學生知覺教師精熟目標,可有效預測宣稱之障礙。「表現目標導向」與「外在歸因」正向預測宣稱之障礙;「增加論」負向預測宣稱之障礙。
五、表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度以及學生知覺教師精熟目標,可有效預測自我跛策略使用。「表現目標導向」與「外在歸因」正向預測自我跛足策略的使用;「增加論」負向預測自我跛足策略的使用。
六、自我跛足策略與學業成績有顯著負相關,越使用自我跛足策略,其學業成績越不理想。自我跛足策略中,取得之障礙與學業成績有顯著負相關。至於宣稱之藉口與學業成績未達顯著相關。
本研究最後根據研究結果提出建議,以供教師、家長和後續研究者參考。
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Description: 碩士
國立政治大學
教育研究所
89152029
92
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0089152029
Data Type: thesis
Appears in Collections:[Department of Education] Theses

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