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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 2005-09 上傳時間 10-Aug-2009 10:56:55 (UTC+8) 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 dc.creator (作者) 施淑慎 zh_TW dc.date (日期) 2005-09 - dc.date.accessioned 10-Aug-2009 10:56:55 (UTC+8) - dc.date.available 10-Aug-2009 10:56:55 (UTC+8) - dc.date.issued (上傳時間) 10-Aug-2009 10:56:55 (UTC+8) - dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/29539 - dc.description.abstract (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. - dc.format.extent 1620380 bytes - dc.format.mimetype application/pdf - dc.language en_US en dc.language.iso en_US - dc.relation (關聯) Elementary School Journal, 106(1), 39 - dc.title (題名) Taiwanese sixth graders` achievement goals and their motivation strategy use and grades: An examination of the multiple goal perspective en dc.type (資料類型) article en dc.identifier.doi (DOI) 10.1086/496906 en_US dc.doi.uri (DOI) http://dx.doi.org/10.1086/496906 en_US
