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題名 目標設定、成就動機、自我效能與工作表現的關係
作者 楊文玲
貢獻者 林邦傑
楊文玲
日期 1989
上傳時間 4-May-2016 14:34:58 (UTC+8)
摘要 論文提要:
     本研究之主要目的在探討:
     (一)國中生目標設定、成就動機、自我效能與工作表現彼此之間的關係。
     (二)預測國中生自我效能、目標設定、與工作表現的主要因素。
     (三)綜合研究結果，對教學與輔導工作提出若干建議。另外，性別、班級與社經背景亦為本研究所採用之自變項，藉以探討其與上述變項間的關係。本研究抽取台北市十五所國中二年級的1.027名學生(好班535人，普通班492人)為施測對象，共建立好班與普通兩個樣本。研究工具包括：(一)學生個人資料調查表;(二)成就動機量表;(三)一分鐘腦力激盪測驗;(四)目標接受與投入量表;(五}自我效能量表。使用的統計方法為：FREQUENCIES、Pearson積差相關、T考驗、變異數分析、
     Scheffe與Tukey事後多重比較法及多元逐步迴歸分析。
     本研究之主要發現如下：
     一、在工作表現方面
     (一)好班─
     1.(1)自我效能廣度(一)高者的工作表現，優於自我效能廣度(一)低者的工作表現。
     (2)自我效能強度(一)高者的工作表現，優於自我效能強度(一)低者的工作表現。
     (3)被指定以高難度目標者的工作表現，優於被指定以低難度目標者的工作表現。
     (4)高、低成就動機者的工作表現，沒有差異。
     (5)不同社經背景者的工作表現，被有差異。
     2.社經背景與自我效能廣度(一)在工作表現上的交互作用顯著。
     3.社經背景、成就動機與自我效能廣度(一)對工作表現的交互作用顯著。
     (二)普通─
     1.(1)中社經背景者之工作表現，比低社經背景者的工作表現好。
     (2)自我效能廣度(一)高者的工作表現，比自我效能廣度(一)低者的工作表現好。
     (3)自我效能強度(一)高者的工作表現，比自我效能強度(一)低者的工作表現好。
     (4)接受不同難度目標(高、中、低難度目標及無目標)者的工作表現，沒有差異。
     2自說效能廣度(一)與目標難度在工作表現土的交互作用顯著。
     (一)好班─-
     l.有目標且接受目標時，可用以組成精簡預測工作表現組合之變項包括：工作能力、自我效能強度(一)；約可解釋工作表現總變異量的37%。
     2.無目標時，可用以預測工作表現之變項包括工作能力、自我效能強度(一)、精熟及對人不在意；約共可解釋工作表現總變異量的26%。
     (二)普通班─
     I有目標且接受目標時，可預測工作表現的變項依其所增加解釋量的多寡分別為:工作能力、指定目標難度與自我效能強度(一)；約共可解釋工作表現總變異量的26%。
     2.無目標時，預測工作表現之精簡組合，包括:工作能力、性別、社經背景與自我效能強度(一)等四個變項；共可解釋工作表現總變異量的34%。
     二、在自我效能方面
     (一)好班─
     1.高成就動機者的自我效能廣度與強度(一)，高於低成就動機者自我效能(一)的廣度與強度。
     2不同社經背景者自我效能(一)的廣度與強度，並沒有差別。
     (二)普通班─
     不同社經背景者之自我效能廣度與強度(一)，沒有差異。
     (一)好班─
     l.可組成聯合預測自我效能廣度{二)之精簡組合之變項包括:先前的自我效能廣度(一)、工作表現；二者共可解釋自我效能廣度變異量的54%。
     2.可聯合預測自我效能廣度(二)的變項包括:先前的自我效能強度(一)、工作表現；共可解釋自我效能強度(二)變異量的60%。
     (二)普通班─
     l.可用以聯合預測自我效能廣度{二)的變項包括：先前的自我效能廣度(一)、工作表現、性別、先前的自我效能強度(一)及精熟；共可解釋自我效能廣度{二)總變異量的54%。
     2.可聯合預測自我效強度(二)的變項包括：先前的自我效能強度(一}、工作表現、精熟與性別；共可解釋自我效能強度(二)總變異量的57%。
     三、可組成精簡方程，聯合預測好班學生自覺目標難度的變項，包括：指定目標難度與自我效能強度(一)；二者共可解釋變異量的28%。
     四、在目標投入方面
     (一)好班─
     可組成精簡預測方程，聯合預測好班學生目標投入的變項包括：自覺目標難度、指定目標難度、工作取向及工作能力；共可解釋目標投入總變異量的11.11%。
     (二)普通─
     可聯合預測普通班學生目標投入的因素包括：自我效能強度(一)、工作取向、自我效能廣度(一)；共可解釋目標投入總變異量的11.5%。
     五、在自定未來目標方面
     (一)好班─
     1.(1)高成就動機者之自定未來目標難度，高於低成就動機者。
     (2)高自我效能廣度{二}者之自定未來目標難度，高於低自我效能廣度(二)者。
     (3)高自我效能強度(二)者之自定未來目標難度，高於自我效能強度(二}者。
     (4)高工作表現者之自定未來目標難度，高於低工作表現者。
     2.自我效能廣度(二)與工作表現、自我效能強度(二)與工作表現兩個二因子交互作用在自定未來目標難度上，達.05顯著水準。
     (二)普通班─
     1.(1)高自我效能廣度(二)者之自定未來目標難度，高於低自我效能廣度(二)者。
     (2)高自我效能強度(二)者之自定未來目標難度，高於低自我效能強度(二)者。
     (3)高工作表現者之自定未來目標難度，高於低工作表現者。
     (4)不同成就動機者之自定未來目標難度，沒有差異。
     2.自我效能廣度(二)與工作表現、自我效能強度(二)與工作表現兩個二因子交互作用在自定未來目標難度上，這.05顯著水準。
     (一)好班─
     1.在原本有目標時，可組成精簡預測方程式預測自定未來目標的變項包括為：自我效能強度(二)、精熟與工作表現，共可解釋效標變項變異量的33%。
     2.在原本無目標，可聯合預測自定未來目標難度的變項包括：工作表現、對人不在意、自我效能廣度(二)；共可解釋效標變項總變異量的21%。
     (二)普通班─-
     1.在原本就有目標時，可以聯合預測自定未來目標難度的變項為：自我效能強度(二)、工作表現；共可解釋效標變項總變異量的31%。
     2.在原本無目標時﹒僅自我效能廣度{二)一個變項便能解釋效標變項總變異量的31%。
     本研究最後根據研究發現與討論，對教育與未來研究分別提出建議。
參考文獻 參考書目
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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/#B2002005712
資料類型 thesis
dc.contributor.advisor 林邦傑zh_TW
dc.contributor.author (Authors) 楊文玲zh_TW
dc.creator (作者) 楊文玲zh_TW
dc.date (日期) 1989en_US
dc.date.accessioned 4-May-2016 14:34:58 (UTC+8)-
dc.date.available 4-May-2016 14:34:58 (UTC+8)-
dc.date.issued (上傳時間) 4-May-2016 14:34:58 (UTC+8)-
dc.identifier (Other Identifiers) B2002005712en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/90665-
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探討:
     (一)國中生目標設定、成就動機、自我效能與工作表現彼此之間的關係。
     (二)預測國中生自我效能、目標設定、與工作表現的主要因素。
     (三)綜合研究結果，對教學與輔導工作提出若干建議。另外，性別、班級與社經背景亦為本研究所採用之自變項，藉以探討其與上述變項間的關係。本研究抽取台北市十五所國中二年級的1.027名學生(好班535人，普通班492人)為施測對象，共建立好班與普通兩個樣本。研究工具包括：(一)學生個人資料調查表;(二)成就動機量表;(三)一分鐘腦力激盪測驗;(四)目標接受與投入量表;(五}自我效能量表。使用的統計方法為：FREQUENCIES、Pearson積差相關、T考驗、變異數分析、
     Scheffe與Tukey事後多重比較法及多元逐步迴歸分析。
     本研究之主要發現如下：
     一、在工作表現方面
     (一)好班─
     1.(1)自我效能廣度(一)高者的工作表現，優於自我效能廣度(一)低者的工作表現。
     (2)自我效能強度(一)高者的工作表現，優於自我效能強度(一)低者的工作表現。
     (3)被指定以高難度目標者的工作表現，優於被指定以低難度目標者的工作表現。
     (4)高、低成就動機者的工作表現，沒有差異。
     (5)不同社經背景者的工作表現，被有差異。
     2.社經背景與自我效能廣度(一)在工作表現上的交互作用顯著。
     3.社經背景、成就動機與自我效能廣度(一)對工作表現的交互作用顯著。
     (二)普通─
     1.(1)中社經背景者之工作表現，比低社經背景者的工作表現好。
     (2)自我效能廣度(一)高者的工作表現，比自我效能廣度(一)低者的工作表現好。
     (3)自我效能強度(一)高者的工作表現，比自我效能強度(一)低者的工作表現好。
     (4)接受不同難度目標(高、中、低難度目標及無目標)者的工作表現，沒有差異。
     2自說效能廣度(一)與目標難度在工作表現土的交互作用顯著。
     (一)好班─-
     l.有目標且接受目標時，可用以組成精簡預測工作表現組合之變項包括：工作能力、自我效能強度(一)；約可解釋工作表現總變異量的37%。
     2.無目標時，可用以預測工作表現之變項包括工作能力、自我效能強度(一)、精熟及對人不在意；約共可解釋工作表現總變異量的26%。
     (二)普通班─
     I有目標且接受目標時，可預測工作表現的變項依其所增加解釋量的多寡分別為:工作能力、指定目標難度與自我效能強度(一)；約共可解釋工作表現總變異量的26%。
     2.無目標時，預測工作表現之精簡組合，包括:工作能力、性別、社經背景與自我效能強度(一)等四個變項；共可解釋工作表現總變異量的34%。
     二、在自我效能方面
     (一)好班─
     1.高成就動機者的自我效能廣度與強度(一)，高於低成就動機者自我效能(一)的廣度與強度。
     2不同社經背景者自我效能(一)的廣度與強度，並沒有差別。
     (二)普通班─
     不同社經背景者之自我效能廣度與強度(一)，沒有差異。
     (一)好班─
     l.可組成聯合預測自我效能廣度{二)之精簡組合之變項包括:先前的自我效能廣度(一)、工作表現；二者共可解釋自我效能廣度變異量的54%。
     2.可聯合預測自我效能廣度(二)的變項包括:先前的自我效能強度(一)、工作表現；共可解釋自我效能強度(二)變異量的60%。
     (二)普通班─
     l.可用以聯合預測自我效能廣度{二)的變項包括：先前的自我效能廣度(一)、工作表現、性別、先前的自我效能強度(一)及精熟；共可解釋自我效能廣度{二)總變異量的54%。
     2.可聯合預測自我效強度(二)的變項包括：先前的自我效能強度(一}、工作表現、精熟與性別；共可解釋自我效能強度(二)總變異量的57%。
     三、可組成精簡方程，聯合預測好班學生自覺目標難度的變項，包括：指定目標難度與自我效能強度(一)；二者共可解釋變異量的28%。
     四、在目標投入方面
     (一)好班─
     可組成精簡預測方程，聯合預測好班學生目標投入的變項包括：自覺目標難度、指定目標難度、工作取向及工作能力；共可解釋目標投入總變異量的11.11%。
     (二)普通─
     可聯合預測普通班學生目標投入的因素包括：自我效能強度(一)、工作取向、自我效能廣度(一)；共可解釋目標投入總變異量的11.5%。
     五、在自定未來目標方面
     (一)好班─
     1.(1)高成就動機者之自定未來目標難度，高於低成就動機者。
     (2)高自我效能廣度{二}者之自定未來目標難度，高於低自我效能廣度(二)者。
     (3)高自我效能強度(二)者之自定未來目標難度，高於自我效能強度(二}者。
     (4)高工作表現者之自定未來目標難度，高於低工作表現者。
     2.自我效能廣度(二)與工作表現、自我效能強度(二)與工作表現兩個二因子交互作用在自定未來目標難度上，達.05顯著水準。
     (二)普通班─
     1.(1)高自我效能廣度(二)者之自定未來目標難度，高於低自我效能廣度(二)者。
     (2)高自我效能強度(二)者之自定未來目標難度，高於低自我效能強度(二)者。
     (3)高工作表現者之自定未來目標難度，高於低工作表現者。
     (4)不同成就動機者之自定未來目標難度，沒有差異。
     2.自我效能廣度(二)與工作表現、自我效能強度(二)與工作表現兩個二因子交互作用在自定未來目標難度上，這.05顯著水準。
     (一)好班─
     1.在原本有目標時，可組成精簡預測方程式預測自定未來目標的變項包括為：自我效能強度(二)、精熟與工作表現，共可解釋效標變項變異量的33%。
     2.在原本無目標，可聯合預測自定未來目標難度的變項包括：工作表現、對人不在意、自我效能廣度(二)；共可解釋效標變項總變異量的21%。
     (二)普通班─-
     1.在原本就有目標時，可以聯合預測自定未來目標難度的變項為：自我效能強度(二)、工作表現；共可解釋效標變項總變異量的31%。
     2.在原本無目標時﹒僅自我效能廣度{二)一個變項便能解釋效標變項總變異量的31%。
     本研究最後根據研究發現與討論，對教育與未來研究分別提出建議。		zh_TW
dc.description.tableofcontents 目錄
     第一章 緒論………1
     第一節 研究動機和目的………1
     第二節 研究問題與限制………5
     第三節 重要名詞詮釋………8
     第二章 文獻探討與理論基礎………11
     第一節 目標設定………11
     第二節 成就動機………29
     第三節 自我效能………37
     第三章 研究方法………49
     第一節 研究假設………49
     第二節 研究樣本………50
     第三節 研究工具………53
     第四節 實施過程………64
     第五節 資料處理與統計方法………64
     第四章 研究結果………69
     第一節 性別、社經背景、成就動機、自我效能(一)與指定目標難度在工作表現上的效果………71
     第二節 預測工作表現的主要因素………86
     第三節 性別、社經背景及成就動機在自我做能(一)上的效果………90
     第四節 預測自我效能(三)的主要因素………93
     第五節 預測自覺目標難度的因素………96
     第六節 預測目標投入的因素.........................97
     第七節 成就動機、自我效能與工作表現在自定未來自標難度上的效果………99
     第八節 預測自定目標難度的主要因素………109
     第五章 討論興建議………113
     第一節 結果與討論………113
     第二節 建議………130
     參考書目………136
     附錄………153
     
     圖表目次
     圖
     2-1 Deci (1975)之動機行為認知系統圖………12
     2-2 Locke & Latham主張之目標難度與工作表現關係圖………16
     2-3 按件計酬制與"全有或全無"制下，目標難度與工作表現的關係.................16
     2-4 目標接受與表現之關係模式………23
     2-5 目標投入之前因後果的期望理論模式………25
     2-6 效能預期與結果期望區別圖示………38
     2-7 Locke等人所編之自我效能量表………41
     4-1 社經背景、成就動機及自我效能廣度(一)，對工作表現的交互作用(好班) ………72
     4-2 自我效能跨度(一)及指定目標難度，對工作表現的交互作用(普通班)……… 82
     4-3 自我效能廣度(二)與工作表現，對自定未來目標難度的交互作用(好班) ………100
     4-4 自我效能強度(二)與工作表現，對自定未來目標難度的交互作用的(好班) ………103
     4-5 自我效能廣度(二)與工作表現，對自定未來目標難度的交互作用(普通班) ………105
     4-6 自我效能強度(二)與工作表現，對自定未來目標難度的交互作用(普通班) ………108
     
     表
     3-1 樣本人數分佈情形………52
     3-2 社經地位等級計算表………54
     3-3 沈偉康論文研究求得之成就動機量表信度係數………55
     3-4 本研究求得之成就動機量表信度係數………56
     3-5 各成就動機分量表所包含之題項………57
     *表4-1~11乃以好班為對象
     4-1 社經背景、成就動機及自我效能廣度(一)對工作表現之變異數分析摘要表………72
     4-2 不同社經背景、成就動機及自我效能廣度(一)，在工作表現上之單純交互作用分析摘要表………73
     4-3 不同社經背景、成就動機及自我效能廣度(一，在工作表現上之單純單純主要效果分析摘要表………74
     4-4 社經背景、成就動機及自我效能強度(一)對工作表現之變異數分析摘要表………75
     4-5 社經背景、成就動機及指定目標難度對工作表現之變
     其數分析摘要表.………76
     4-6 不同成就動機受試在工作表現上的T考驗………77
     4-7 社經背景、自我效能廣度(一)及指定目標難度對工作表現之變異數分析摘要表………77
     4-8 指定目標難度對工作表現之變異數分析摘要表………78
     4-9 社經背景、自我效能強度(一)及指定目標難度對工作表現之變異數分析摘要表………79
     4-10 成就動機、自我效能廣度(一)及指定目標難度對工作表現之變異數分析摘要表………80
     4-11 成就動機、自我效能強度{一)及指定目標難度對工作表現之變異數分析摘要表………81
     *表4.12~16乃以普通班為對象
     4-12 社經背景、自我效能廣度(一)及指定目標難度對工作表現之變異數分析摘要表………82
     4-13 不同自我效能廣度(一)和指定目標難度在工作表現上之單純主要效果分析摘要表………83
     4-14 社經背景、自我效能強度(一)及指定目標難度對工作表現之變異數分析摘要表………84
     4-15 社經背景對工作表現之變異數分析摘要表………85
     4-16 指定目標難度對工作表現之變與數分析摘要表………86
     *表4-17~18乃以好班為對象
     4-17 有目標時，預測工作表現的多元逐步迴歸分析摘要表………87
     4-18 無目標時，預測工作表現的多元逐步迴歸分析摘要表………87
     *表4-19~20乃以普通班為對象
     4-19 有目標時，預測工作表現的多元逐步迴歸分析摘要表………89
     4-20 側目標時，預測工作表現的多元逐步迴歸分析摘要表………89
     *表4-21-~22乃以好班為對象
     4-21 社經背景及成就動機對自我效能廣度(一)之變異數分析摘要表.....................................91
     4-22 社經背景及成就動機對自我效能強度(一)之變異數分析摘要表.....................................91
     *表4-23~24乃以普通班為對象
     4-23 社經背景對自我效能廣度(一)之變異數分析摘要表………92
     4-24 社經背景對自我效能強度(一)之變異數分析摘要表………93
     *表4-25~26乃以好班為對象
     4-25 預測自我效能廣度(二)的多元逐步迴歸分析摘要表………94
     4-26 預測自我效能強度(二)的多元逐步迴歸分析摘要表………94
     *表4-27~28乃以普通班為對象
     4-27 預測自我效能廣度(二)的多元逐步迴歸分析摘要表………95
     4-28 預測自我做能強度(二)的多元逐步迴歸分析摘要表………95
     *表4-29乃以好班為對象
     4-29 預測自覺目標難度的多元逐步迴歸分析摘要表………96
     表4-30乃以好班為對象
     4-30 預測目標投入的多元逐步迴歸分析摘要表………97
     *表4-31乃以普通班為對象
     4-31 預測目標投入的多元逐步迴歸分訢摘要表………98
     *表4-32~35乃以好班為對象
     4-32 成就動機、自我效能廣度(二)及工作表現對自定未來目標難度之變異數分析摘要表………99
     4-33 不同自我效能廣度(二)及工作表現，對自定未來目標難度之單純主要效果分析摘要表………101
     4-34 成就動機、自我效能強度(二)及工作表現對自定未來目標難度之變異數分析摘要表………102
     4-35 不同自我效能強度(二)及工作表現，對自定未來目標難度之單純主要效果分析摘要表………103
     *表4-36~39乃以普通班為對象
     4-36 成就動機、自我效能廣度(二)及工作表現對自定未來目標難度之變異數分析摘要表………104
     4-37 不同自我效能廣度(二)及工作表現，對自定未來目標難度之單純主要效果分析摘要表………106
     4-38 成就動機、自我效能強度(二)及工作表現對自定未來目標難度之變異數分析摘要表………107
     4-39 不同自我效能強度(二)及工作表現，對自定未來目標難度之單純主要效果分析摘要表………108
     *表4-40~41乃以好班為對象
     4-40 在原本有目標時，預測自定之未來目標難度的多元逐步迴歸分析摘要表………110
     4-41 在原本無目標時，預測自定之未來目標難度的多元逐步迴歸分析摘要表………110
     *表4-42~43乃以普通班為對象
     4-42 在原本有目標時，預測自定之未來目標難度的多元逐步迴歸分析摘要表………111
     4-43 在原本無目標時，預測自定之未來目標難度的多元逐步迴歸分析摘要表………111		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002005712en_US
dc.title (題名) 目標設定、成就動機、自我效能與工作表現的關係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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     14.郭生玉(民61)。園中低成就學生心理特質之分析研究。師大教育研究所碩士論文。
     15.陳芳智、唐求孚譯(Tony Buzan著)(民76)。開發你的腦力：發揮腦力潛能的方法。台北：遠流。
     16.張春興(民74)。心理學。台北：東華。
     17.張春典、林清山(民74)。教育心理學。台北：東華。
     18.張春典、楊國樞(民69)。心理學。台北：東華。
     19.謝文全(民74)。教育行政。台北：文景。
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