家庭與學校變項對學生學業成就動機的影響--一個後設分析

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題名	家庭與學校變項對學生學業成就動機的影響--一個後設分析 The effect of family and school variables on students` academic achievement motivation: A meta-analysis
作者	許崇憲 Chong-shiann Albert Hsu
貢獻者	馬信行<br>詹志禹 <br> 許崇憲 Chong-shiann Albert Hsu
關鍵詞	成就動機後設分析自我決定理論自我效能理論 achievement motivation meta-analysis self-determination theory self-efficacy theory
日期	2003
上傳時間	17-Sep-2009 14:54:46 (UTC+8)
摘要	此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。 A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.
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描述	博士國立政治大學教育研究所 88152508 92
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0088152508
資料類型	thesis

dc.contributor.advisor	馬信行<br>詹志禹	zh_TW
dc.contributor.advisor	<br>	en_US
dc.contributor.author (Authors)	許崇憲	zh_TW
dc.contributor.author (Authors)	Chong-shiann Albert Hsu	en_US
dc.creator (作者)	許崇憲	zh_TW
dc.creator (作者)	Chong-shiann Albert Hsu	en_US
dc.date (日期)	2003	en_US
dc.date.accessioned	17-Sep-2009 14:54:46 (UTC+8)	-
dc.date.available	17-Sep-2009 14:54:46 (UTC+8)	-
dc.date.issued (上傳時間)	17-Sep-2009 14:54:46 (UTC+8)	-
dc.identifier (Other Identifiers)	G0088152508	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/32939	-
dc.description (描述)	博士	zh_TW
dc.description (描述)	國立政治大學	zh_TW
dc.description (描述)	教育研究所	zh_TW
dc.description (描述)	88152508	zh_TW
dc.description (描述)	92	zh_TW
dc.description.abstract (摘要)	此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。	zh_TW
dc.description.abstract (摘要)	A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.	en_US
dc.description.tableofcontents	Contents Chapter One Preface……………………………………………… 1 Chapter Two Literature Review Self-Determination Theory………………………………………… 7 Three types of motivation……………………………………… 8 Three basic psychological needs.……………………………….. 16 Summary and hypotheses……………………………………….. 25 Self-Efficacy Theory………………………………………………... 29 What is self-efficacy? …………………………………………... 30 Where does self-efficacy come from?…………………………... 36 Summary and hypotheses……………………………………….. 47 Three Moderators ..……...…….……………………………………. 52 Group socialization theory……………………………………… 52 Educational level………………………………………………... 57 Gender…………………………………………………………... 61 Chapter Three Method…………………………………………….. 67 Research Framework and Research Hypotheses…………………67 Sampling and Coding…………………………………………… 71 Meta-Analysis…………………………………………………… 87 Chapter Four Result ………………………………………….……. 93 Meta-analysis of experimental studies ……………………….… 94 Meta-analysis of survey studies: The main effect …..………… 110 Meta-analysis of survey studies: Testing Hypotheses 4-8……... 128 Chapter Five Discussion ………………………………………….. 145 Conclusions …………………………………………………… 145 Research limitations …………………………………………... 155 Suggestions for educational practice and further study…………157 Reference ………………………………………………………….. 163 Appendix A Compilation of main conclusions of the empirical studies referred to in Chapter Two …………………………….201 Appendix B The codes of moderators and subjects……………….. 208 Appendix C ……………………………………………………….. 210 Appendix D Samples of this meta-analysis (disc) ………………… 211	zh_TW
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dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0088152508	en_US
dc.subject (關鍵詞)	成就動機	zh_TW
dc.subject (關鍵詞)	後設分析	zh_TW
dc.subject (關鍵詞)	自我決定理論	zh_TW
dc.subject (關鍵詞)	自我效能理論	zh_TW
dc.subject (關鍵詞)	achievement motivation	en_US
dc.subject (關鍵詞)	meta-analysis	en_US
dc.subject (關鍵詞)	self-determination theory	en_US
dc.subject (關鍵詞)	self-efficacy theory	en_US
dc.title (題名)	家庭與學校變項對學生學業成就動機的影響--一個後設分析	zh_TW
dc.title (題名)	The effect of family and school variables on students` academic achievement motivation: A meta-analysis	en_US
dc.type (資料類型)	thesis	en
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