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https://ah.lib.nccu.edu.tw/handle/140.119/75159
題名: | Perfectionism Implicit Theories of Intelligence and Taiwanese Eighth-Grade Students`` Academic Engagement | 作者: | 施淑慎 Shih, Shu-Shen |
貢獻者: | 教育系 | 關鍵詞: | academic emotions; contingent self-worth; implicit theories of intelligence; perfectionism; self-handicapping | 日期: | Feb-2011 | 上傳時間: | 18-May-2015 | 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. | 關聯: | Journal of Educational Research, 104, 131-142 | 資料類型: | article | DOI: | http://dx.doi.org/10.1080/00220670903570368 |
Appears in Collections: | 期刊論文 |
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