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題名 Examining Relationships of Taiwanese Adolescents` Achievement Goals to Academic Engagement and Coping
作者 施淑慎
Shih, Shu-Shen
貢獻者 師培中心
日期 2018-03
上傳時間 21-十一月-2018 12:08:11 (UTC+8)
摘要 The present study attempted to examine the relationships among Taiwanese eighth graders’ achievement goals, academic engagement, and coping. Also, the beneficial effects of pursuing multiple goals on academic engagement and coping were investigated. Four hundred and two eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of regression analyses sustained the vital role of mastery-approach goals in students’ academic engagement. Mastery-approach goals positively predicted agentic, behavioral, emotional, and cognitive engagement. Moreover, performance-approach goals positively predicted agentic engagement. As for the predictors of academic coping, mastery-approach and mastery-avoidance goals together with behavioral and cognitive engagement emerged as positive predictors of engagement coping. Mastery-approach goals negatively predicted disengagement coping, whereas performance-avoidance goals functioned as a positive predictor of this type of coping. Finally, results from MANCOVA showed that both mastery-approach and performance-approach goals independently exerted influences on students’ academic engagement and coping. Implications for educational practices are discussed.
關聯 Journal of Education and Human Development,Vol 7 No 1 , pp. 153-165
資料類型 article
DOI http://dx.doi.org/10.15640/jehd.v7n1a18
dc.contributor 師培中心
dc.creator (作者) 施淑慎
dc.creator (作者) Shih, Shu-Shen
dc.date (日期) 2018-03
dc.date.accessioned 21-十一月-2018 12:08:11 (UTC+8)-
dc.date.available 21-十一月-2018 12:08:11 (UTC+8)-
dc.date.issued (上傳時間) 21-十一月-2018 12:08:11 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/120959-
dc.description.abstract (摘要) The present study attempted to examine the relationships among Taiwanese eighth graders’ achievement goals, academic engagement, and coping. Also, the beneficial effects of pursuing multiple goals on academic engagement and coping were investigated. Four hundred and two eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of regression analyses sustained the vital role of mastery-approach goals in students’ academic engagement. Mastery-approach goals positively predicted agentic, behavioral, emotional, and cognitive engagement. Moreover, performance-approach goals positively predicted agentic engagement. As for the predictors of academic coping, mastery-approach and mastery-avoidance goals together with behavioral and cognitive engagement emerged as positive predictors of engagement coping. Mastery-approach goals negatively predicted disengagement coping, whereas performance-avoidance goals functioned as a positive predictor of this type of coping. Finally, results from MANCOVA showed that both mastery-approach and performance-approach goals independently exerted influences on students’ academic engagement and coping. Implications for educational practices are discussed.en_US
dc.format.extent 381709 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Journal of Education and Human Development,Vol 7 No 1 , pp. 153-165
dc.title (題名) Examining Relationships of Taiwanese Adolescents` Achievement Goals to Academic Engagement and Copingen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.15640/jehd.v7n1a18
dc.doi.uri (DOI) http://dx.doi.org/10.15640/jehd.v7n1a18