國小學童成敗歸因與學業成就、成就動機及成敗預期關係之研究

The Relationships of Causal Attributions for Success or Failure and Achievement-Related Behavior

郭生玉(Sheng-yu Kuo)

《教育心理學報》 17期 (1984/05) Pp. 51-72

https://doi.org/10.6251/BEP.19840501.3

摘要

本研究的目的是在依據Weiner的歸因論，探討學業成敗歸因與成就行為（成敗預期、成就動機、學業成就）間的關係。研究的對象為550名國小五、六年級兒童，其中男生270名，女生280名。他們全部接受成就歸因問卷與成就動機量表，收集到的資料以積差相關法、徑路分析法和典型相關分析法，加以分析。獲得以下的結果：(1)在男女生學業成功歸因中，能力與努力兩項內在因素，和成功預期、成就動機與學業成就間有正相關，但難度和運氣兩項外在因素和三項成就行為的相關，則不很一致，且都比較低。(2)在男女生學業失敗歸因中，運氣歸因和三項成就行為間均有顯著的相關，能力、努力與難度則與預期失敗有正的相關。(3)徑路模式中所述：學業成敗歸因係先透過影響成敗預期，再影響學業成就的假定，未獲得資料的支持。(4)在男女生學業成功歸因中，主要是由能力和努力兩項內在歸因，透過一個典型因素而影響成功預期、成就動機和學業成就三項成就行為組型。(5)在男生失敗歸因中，四個歸因變項均透過一個典型因素而影響失敗預期，而在女生失敗歸因中，主要是由能力、難度與運氣三項歸因，透過一個典型因素而影響失敗預期。

並列摘要

The present study was designed to explore the relationship between children's causal attributions of success or failure and achievement-related behavior, including expectancy for future suceess or failure, achievement motivation, and academic achievement. Five hundred and fifty fifth and sixth-grade children (270 males and 280 females) were drawn from an elementary school in Taipei city. They were administered both attributional scale for success or failure and achievement motivation scale, except that the scores of school achievement were copied down from the school record. The data obtained were analyed by Pearson product-moment correlation, path analysis, and canonical correlation analysis.
The major results obtained were: (1)In the case of success attribution, both internal causes, ability and effort, were positively correlated with achievement-related behavior, but task difficulty and luck, both external causes, have low correlations with achievement-related behavior. (2)In the case of failure attribution, only luck factor was found to be positively correlated with achievement-related behavior, but ability, effort, and task difficulty have positive correlation with the expectancy for future failure. (3)The causal path for success or failure proposed based on Weiner's theory, was not supported by the data obtained in this research. (4)Among these four attributions, both internal causes, ability and effect, were the most powerful variables for achievement-related behavior. (5)In the case of failure attributions, these four attributions, with the exception of effort cause for girls, influenced the expectancy for future failure through one canonical factor.