| dc.contributor.advisor | 林邦傑 | zh_TW |
| dc.contributor.author (Authors) | 潘如珮 | zh_TW |
| dc.creator (作者) | 潘如珮 | zh_TW |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 17-Sep-2009 14:55:31 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 14:55:31 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 14:55:31 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0089152029 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32944 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 89152029 | zh_TW |
| dc.description (描述) | 92 | zh_TW |
| dc.description.abstract (摘要) | 本研究主要目的在探就高中生之性別在取得之障礙與宣稱之障礙兩種自我跛足策略使用上的差異情形；探究不同成就目標導向、智力內隱理論、學業成敗歸因方式以及學生知覺教師態度對自我跛足策略使用的預測情形；以及取得之障礙與宣稱之障礙兩種自我跛足策略與學業成就的相關情形。本研究採問卷調查法，研究對象為大台北高中生350名，男女人數各半。研究工具包括：自編的「成就目標導向量表」、「學業成敗歸因量表」、「智力內隱理論量表」、「學生知覺教師態度量表」以及「自我跛足策略量表」。以描述統計、t考驗、多元迴歸、積差相關進行統計處理。研究結果發現：一、男女生在自我跛足策略中的取得之障礙上沒有性別差異。二、男女生在自我跛足策略中的宣稱之障礙上有性別差異，女生比男生較常使用宣稱之障礙。三、表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度以及學生知覺教師精熟目標，可有效預測取得之障礙。「表現目標導向」和「外在歸因」正向預測取得之障礙；「內在歸因」負向預測取得之障礙。四、表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度以及學生知覺教師精熟目標，可有效預測宣稱之障礙。「表現目標導向」與「外在歸因」正向預測宣稱之障礙；「增加論」負向預測宣稱之障礙。五、表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度以及學生知覺教師精熟目標，可有效預測自我跛策略使用。「表現目標導向」與「外在歸因」正向預測自我跛足策略的使用；「增加論」負向預測自我跛足策略的使用。六、自我跛足策略與學業成績有顯著負相關，越使用自我跛足策略，其學業成績越不理想。自我跛足策略中，取得之障礙與學業成績有顯著負相關。至於宣稱之藉口與學業成績未達顯著相關。本研究最後根據研究結果提出建議，以供教師、家長和後續研究者參考。 | zh_TW |
| dc.description.tableofcontents | 第一章 緒 論第一節 研究動機與目的…………………………………1第二節 研究問題與假設…………………………………6第三節 主要名詞解釋……………………………………7第二章 文獻探討第一節 自我跛足之定義與分類…………………………10第二節 自我跛足與學業成就……………………………19第三節 自我跛足與性別差異……………………………22第四節 自我跛足與成就目標、內隱理論、成敗歸因與教師態度………………………………………………24第五節 自我跛足與其他相關研究………………………30第三章 研究方法第一節 研究架構………………………………………32第二節 研究假設………………………………………36第三節 研究樣本………………………………………37第四節 研究工具………………………………………38第五節 研究步驟………………………………………51第六節 資料處理與統計方法 ………………………54第四章 研究結果與討論第一節 受試者在各變項之現況分析…………………56第二節 成就目標導向、歸因方式、智力內隱理論、學生知覺教師態度與自我跛足策略使用之相關分析…60第三節 成就目標導向、歸因方式、智力內隱理論和學生知 覺教師態度對自我跛足策略使用之預測分析…………………………………………………62第四節 自我跛足策略使用與學業成績之相關分析……67第五節 綜合討論…………………………………………68第五章 結論與建議第一節 結論……………………………………………73第二節 建議……………………………………………76參考書目 中文部分……………………………………………………81 西文部分……………………………………………………82附錄:預試量表圖 表 目 錄圖3-1 研究架構圖…………………………………………………33表3-1 成就目標導向量表之信度分析………………………………39表 3-2 成就目標導向量表之因素分析………………………………40表3-3 學業成敗歸因量表之信度分析……………………………41表 3-4 學業成敗歸因量表之因素分析……………………………42表3-5 智力內隱理論量表之信度分析……………………………44表 3-6 智力內隱理論量表之因素分析……………………………44表3-7 學生知覺教師態度量表之信度分析………………………46表 3-8 學生知覺教師態度量表之因素分析………………………47表3-9 自我跛足策略量表之信度分析……………………………49表 3-10 自我跛足策略量表之因素分析……………………………49表4-1 受試學生各分量表得分之平均數、標準差………………58表4-2 高中男女學生在取得之障礙、宣稱之障礙和自我跛足策略上得分之t考驗摘要表…………………………………… 59表4-3 成就目標導向、歸因方式、智力內隱理論、學生知覺教師態度與自我跛足策略使用之相關係數………………………61表4-4 表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度、學生知覺教師精熟目標態度對取得之障礙之多元迴歸分析摘要表…………………………………………………………63表4-5 表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度、學生知覺教師精熟目標態度對宣稱之障礙之多元迴歸分析摘要表…………………………………………………………64表4-6 表現目標導向、精熟目標導向、外在歸因、內在歸因、實體論、增加論、學生知覺教師成就目標態度、學生知覺教師精熟目標態度對自我跛足策略使用之多元迴歸分析摘要表…………………………………………………………66表4-7 自我跛足策略使用與學業成績之相關係數………………67 | zh_TW |
| dc.format.extent | 13142 bytes | - |
| dc.format.extent | 16715 bytes | - |
| dc.format.extent | 17548 bytes | - |
| dc.format.extent | 21668 bytes | - |
| dc.format.extent | 30644 bytes | - |
| dc.format.extent | 52272 bytes | - |
| dc.format.extent | 55644 bytes | - |
| dc.format.extent | 51063 bytes | - |
| dc.format.extent | 25785 bytes | - |
| dc.format.extent | 37751 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0089152029 | en_US |
| dc.subject (關鍵詞) | 自我跛足 | zh_TW |
| dc.subject (關鍵詞) | 成就目標 | zh_TW |
| dc.subject (關鍵詞) | 成敗歸因 | zh_TW |
| dc.subject (關鍵詞) | 內隱理論 | zh_TW |
| dc.subject (關鍵詞) | 學生知覺教師態度 | zh_TW |
| dc.subject (關鍵詞) | 學業成就 | zh_TW |
| dc.title (題名) | 高中生成就目標、成敗歸因、內隱理論、學生知覺教師態度、學業成就與自我跛足之關係 | zh_TW |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | 王崇信（民84）。自我肯定對自我設限的影響。中原大學心理所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 王振鴻（民89）。國小教師對九年一貫課程之變革關注及其影響因素之研究。政治大學教育研究所博士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 向天屏（民89）。國中小學生成就目標導向、學習策略、自我跛足與學業成就關係之研究。彰化師範大學教育所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 向天屏（民90）。自我跛足策略的理論基礎及其對教學的啟示。教育研究資訊，九卷六期，1-24頁 | zh_TW |
| dc.relation.reference (參考文獻) | 陳永發（民85）。國小六年級學童學童學科學業成績,學業成敗歸因以及學科學業自我概念關係之研究。台中師院國民教育所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 陳惠邦（民79）。自我設限與行為歸因。政治大學心理所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 陳嘉成（民88）。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機和數學成就之關係。政治大學教育所博士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 游淑燕(民76)。年級、性別、自我統整與成敗歸因關係之研究。政治大學教育研究所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 葉明衡（民90）。國小學童自我設限行為之研究。屏東師範學院大學教育心理與輔導研究所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | 劉士豪 (民87) 。年齡、性別、成就目標、目標導向與創意生活經驗、創造力之關係。政治大學教育研究所碩士論文。 | zh_TW |
| dc.relation.reference (參考文獻) | Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), 84-93. | zh_TW |
| dc.relation.reference (參考文獻) | Arkin, R. M., & Baumgardner, A. H. (1985). Self-understanding. In J. G. Harvey & G. W. Weary (Eds.), Attribution: Basic issues and applications (pp.169-202.). San Diego: Academic Press. | zh_TW |
| dc.relation.reference (參考文獻) | Aronson, E. Wilson, T. D., & Akert, R. M. (1994). Self-understanding: How do we know ourselves? In E. Aronson, T. D. Wilson, & R. M. Akert(Eds.), Social Psychology. The Heart and the Mind (pp.199-239.). New York: Harper Collins College Publishers. | zh_TW |
| dc.relation.reference (參考文獻) | Baumeister, R. F., & Scher, S. J. (1988). Self-defeating behavior patterns among normal individuals: Review and analysis of common self-destructive tendencies. Psychological Bulletin, 104(1), 3-22. | zh_TW |
| dc.relation.reference (參考文獻) | Baumgardner, A. H., Lake, E. A., & Arkin, R. M. (1985). Claiming mood as a self-handicap: The influence of spoiled and unspoiled public identities. Personality and Social Psychology Bulletin, 11, 349-357. | zh_TW |
| dc.relation.reference (參考文獻) | Berglas, S. & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to non-contingent success. Journal of Personality and Social Psychology, 36, 405-417. | zh_TW |
| dc.relation.reference (參考文獻) | Bird, B. S. (1998) Snyder’s research on self-handicapping, excusing, and hope: Overview and therapeutic applications. (ERIC Document Reproduction Service No. ED 422535) | zh_TW |
| dc.relation.reference (參考文獻) | Carver, C. S., ＆ Scheier M. F. (1996). Perspectives on Personality(3rd ed.) Allyn and Bacon. | zh_TW |
| dc.relation.reference (參考文獻) | Covington, M. V. (1992). Making the grade: a self-worth perspective on motivation and school reform. NY: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Deppe, R. K. (1995). Self-handicapping and intrinsic motivation: Self-handicatps as protection from the negative effects of failure feedback. Dissertation Abstracts International, 55(07), B3052. | zh_TW |
| dc.relation.reference (參考文獻) | Deppe, R. K. ＆ Harackiewicz. J. M. (1996). Self-handicapping and intrinsic motivation: Buffering Intrinsic Motivation From the Threat of failure. Journal of Personality and Social Psychology, 70(4), 868-876. | zh_TW |
| dc.relation.reference (參考文獻) | Drexler, L. P. (1995). The affective consequences of self-handicapping. Dissertation Abstracts International, 33(03), MAI998. | zh_TW |
| dc.relation.reference (參考文獻) | Dweck, C. S. & Legget, E. L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. | zh_TW |
| dc.relation.reference (參考文獻) | Eronen, S., Nurmi, J., ＆ Salmela-Aro, K. (1998). Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments, Learning and Instruction, 8(2), 159-177. | zh_TW |
| dc.relation.reference (參考文獻) | Garcia, T. (1993). Skill and will for learning: self-schemas, motivational strategies and self-regulated learning. Doctoral dissertation, University of Michigan. | zh_TW |
| dc.relation.reference (參考文獻) | Garcia, T. (1995). The role of motivational strategies in self-regulated learning. New Directions for teaching and Learning. 63, Fall, 29-42. | zh_TW |
| dc.relation.reference (參考文獻) | Garcia, T., Matula, J. S., Harris, C. L., Dowdy, K. E., Lissi, M. R., Davila, C., & Powdrill, L. (1996). Predictors of self-handicapping: An examination of personal and contextual factors. Paper presented at the annual meeting of the American Educational Research, New York, NY, April 8-12, 1996. (ERIC Document Reproduction Service No. ED 397115) | zh_TW |
| dc.relation.reference (參考文獻) | Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk, & B. J. Zimmerman(Eds.), Self-regulation of learning and performance: Issues and educational implications(pp. 127-153). Hilldale, NJ :Lawrence Erlbaum. | zh_TW |
| dc.relation.reference (參考文獻) | Higgins, R. L., & Harris, R. N. (1988). Strategic alcohol use: Drinking to self-handicap. Journal of Social and Clinical Psychology, 6(2), 191-202. | zh_TW |
| dc.relation.reference (參考文獻) | Harris, R. N., & Snyder, C. R. (1986). The role of uncertain self-esteem in self-handicapping. Journal of Personality and Social Psychology, 51(2), 451-458. | zh_TW |
| dc.relation.reference (參考文獻) | Kimble, C. E., Kimble, E. A., & Croy, N. A. (1998). Development of self-handicapping tendencies. Journal of Social Psychology, 138(4), 524-534. | zh_TW |
| dc.relation.reference (參考文獻) | Kolditz, T. A., & Arkin, R. M. (1982). An impression management interpretation of the self-handicapping strategy. Journal of Personality and Social Psychology, 43(3), 492-502. | zh_TW |
| dc.relation.reference (參考文獻) | Lay, C. H., Knish, S., & Zanatta, R. (1992). Self-handicappers and Procrastinators: A comparison of their practice behavior prior to an evaluation. Journal of Research in Personality. 26(3), 242-257. | zh_TW |
| dc.relation.reference (參考文獻) | Leary, M. R., & Shepperd, J. A. (1986). Behavioral self-handicappers versus self-reported handicaps: A conceptual note. Journal of Personality and Social Psychology, 51(6), 1265-1268. | zh_TW |
| dc.relation.reference (參考文獻) | Martin, A. J., March, H. W., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protective perspective. Journal of Educational Psychology, 93(1), 87-102. | zh_TW |
| dc.relation.reference (參考文獻) | Mayerson, N. H., & Rhodewalt, F. (1988). The role of self-protective attributions in the experience of pain. Journal of Social and Clinical Psychology, 6(2), 203-218. | zh_TW |
| dc.relation.reference (參考文獻) | McCrea S. M., & Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and social Psychology Bulletin, 27(10), 1378-1389. | zh_TW |
| dc.relation.reference (參考文獻) | Midgley, C., Arunkumar, R., & Urdan, T.(1996). “If I don’t do well tomorrow, there is a reason”: Predictors of adolescents’ use of academic self-handicapping strategies. Journal of Educational Psychology. 88(3), 423-434. | zh_TW |
| dc.relation.reference (參考文獻) | Midgley, C. & Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15(4), 389-411. | zh_TW |
| dc.relation.reference (參考文獻) | Murray, C., & Warden, M. R. (1992). Implications of self-handicapping strategies for academic achievement: A reconceptionlization. Journal of Social Psychology. 132(1), 23-37. | zh_TW |
| dc.relation.reference (參考文獻) | Nurmi, J., Onatsu, T., & Haavisto, T. (1995). Underachievers’ cognitive and behavioral strategies: Self-handicapping at school. Contemporary Educational Psychology, 20, 188-200. | zh_TW |
| dc.relation.reference (參考文獻) | Pyszczynki, T., & Greenberg, J. (1983). Determinants of reduction in intended effects as a strategy for coping with anticipated failure. Journal of Research in Personality, 17(4), 412-422. | zh_TW |
| dc.relation.reference (參考文獻) | Rhodewalt, F. (1990）. Self-handicappers: individual differences in the preference for antipatory self-protective acts. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-Handicapping: the paradox that isn’t (pp. 69-106): New York: Plenum Press. | zh_TW |
| dc.relation.reference (參考文獻) | Rhodewalt, F. (1994). Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior: On the application of implicit theories. Journal of Personality, 62(1), 67-85. | zh_TW |
| dc.relation.reference (參考文獻) | Rhodewalt, F., Saltzman, A. T., & Wittmer, J. (1984). Self-handicapping among competitive athletes: the role of practive in self-esteem protection. Basic and Applies Social Psychology, 5(3), 197-209. | zh_TW |
| dc.relation.reference (參考文獻) | Riggs, J. M. (1992). Self-handicapping and achievement. In A.K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective(pp. 244-267). New York: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Ryska, T. A., Yin, Z., & Boyd, M. (1999). The role of dispositional goal orientation and team climate on situational self-handicapping among. Journal of Sport Behavior, 22(3), 410-425. | zh_TW |
| dc.relation.reference (參考文獻) | Smith, T. W., Snyder, C. R., & Perkins, S. C. (1983). The self-serving function of hypochondriacal complaints: Physical symptoms as self-handicapping strategies. Journal of Personality and Social Psychology, 44, 787-797. | zh_TW |
| dc.relation.reference (參考文獻) | Snyder, C. R. (1990). Self-handicapping process and sequlae: On the taking of a psychological dive. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-Handicapping: the paradox that isn’t (pp. 107-150): New York: Plenum Press. | zh_TW |
| dc.relation.reference (參考文獻) | Snyder, C. R., & Smith, T. W. (1982). Symptoms as self-handicapping strategies: The virtues of old wine in a new bottle. In G. Weary & H. L. Mirels (Eds.), Integrations of clinical and social psychology (pp.104-127). New York: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Snyder, C. R., Smith, T. W., Augeli, R. W., & Ingram, R. E. (1985). On the self-serving function of social anxiety: Shyness as a self-handicapping strategies. Journal of Personality and Social Psychology, 48, 970-980. | zh_TW |
| dc.relation.reference (參考文獻) | Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attribution differ by trait self-esteem. Journal of Personality and Social Psychology, 60(5), 711-725. | zh_TW |
| dc.relation.reference (參考文獻) | Tice, D. M., & Baumeister, R. F. (1985). Self--handicapping as a self-presentational response to success and failure: The role of self-esteem. Paper presented at the meeting of Midwestern Psychological Association, Chicago, IL. | zh_TW |
| dc.relation.reference (參考文獻) | Tice, D. M., & Baumeister, R. F. (1990). Self-esteem , self-handicapping and self-presentation: The Strategy of inadequate practice. Journal of Personality, 58(2), 443-464. | zh_TW |
| dc.relation.reference (參考文獻) | Tucker, J. A., Vuchinich, R. E., & Sobell, M. B. (1981). Alcohol consumption as a self-handicapping strategy. Journal of Abcdrmal Psychology, 90(3), 220-230. | zh_TW |
| dc.relation.reference (參考文獻) | Turner, J. C., Midgley, C., Meyer D., Gheen M., Anderman E. M., ＆Kang Y. (2002). The Classroom Environment and Students’ Reports of Avoidance Strategies in Mathematics: A Multimethod Study. Journal of Educational Psychology, 94(1), 88-106. | zh_TW |
| dc.relation.reference (參考文獻) | Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students’ use self-handicapping strategies. American Educational Research Journal, 35(1), 101-122. | zh_TW |
| dc.relation.reference (參考文獻) | Warden, M. R. (1991). Withdrawal of academic effort: implications for self-handicapping and self-worth theories（Doctoral dissertation, University of California, Riverside, 1991）. Dissertation Abstracts International, 52(03), B1782, No. AAC9123696. | zh_TW |
| dc.relation.reference (參考文獻) | Wansink, D. (2000). The role of self-enhancement in self-regulation failure by people with high self-esteem. Unpublished doctoral dissertation, University of New York at Buffalo. | zh_TW |
| dc.relation.reference (參考文獻) | Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequence of self-handicapping: Effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628. | zh_TW |
