| dc.contributor.advisor | 林邦傑 | zh_TW |
| dc.contributor.author (作者) | 潘如珮 | zh_TW |
| dc.creator (作者) | 潘如珮 | zh_TW |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 17-九月-2009 14:55:31 (UTC+8) | - |
| dc.date.available | 17-九月-2009 14:55:31 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-九月-2009 14:55:31 (UTC+8) | - |
| dc.identifier (其他 識別碼) | 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 |
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| 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 |
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