中學生期望價值、課業壓力與其學習行為之關係

Relationships among Expectancy-Value, Academic Stress, and Learning Behavior of High School Students

高千惠(Chien-Hui Kao)

指導教授 ： 鄭明長

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2010年)

https://doi.org/10.6346/NPUST.2010.00035

摘要

本研究的主要目的是: (一)瞭解不同背景變項的中學生在期望價值、課業壓力上的差異情形。(二)瞭解不同背景變項(性別、年級)的中學生在學習行為上的差異情形。(三)分析中學生的期望價值、課業壓力對其學業情緒、求助行為與自我設限行為上的預測情形。
本研究以便利抽樣的方式，隨機抽取1221名中學生為研究樣本，以「期望價值量表」、「課業壓力量表」、「學業情緒量表」、「求助行為量表」與「自我設限量表」為研究工具，藉由Hotelling’s T²、MANOVA、多元迴歸來考驗各項假設。
本研究發現如下：
一、受試中學生的期望價值、課業壓力略高於中間值。
二、受試中學生感到正向情緒的情形高於感到負向情緒的情形。
三、受試中學生的求助行為、自我設限略低於中間值。
四、女生持有的「成功期望」、「自我概念」、「難度知覺」、「內在價值」、「效用性」、「個人」、「學校」、「正向情緒」、「工具性求助」皆顯著高於男生。
五、受試中學生在期望價值方面，高一學生持有的「成功期望」顯著高於國二學生；國二學生持有的「自我概念」顯著高於國一學生；國二學生持有的「難度知覺」顯著高於國一學生；高一學生持有的「效用性」顯著高於國一、國二學生；在課業壓力方面，國二學生感受到來自「家庭」的課業壓力顯著高於高一學生；國一學生感受到來自「學校」的課業壓力顯著高於高一學生；在學習情緒方面，高一學生持有的「希望」顯著高於國二學生；國一、高一學生持有的「苦惱」顯著高於國二學生；。
六、中學生的期望價值、課業壓力可有效預測其學業情緒、求助行為與自我設限。
最後，依據研究發現提出教育與輔導建議以及未來研究建議，以供教育工作者、相關輔導人員及未來研究之參考。

關鍵字

期望價值 ； 課業壓力 ； 學業情緒 ； 求助行為 ； 自我設限

並列摘要

The purposes of this study were to investigate: (1) the differences of various background variables in expectancy-value, academic stress; (2) the differences of various background variables behavior in learning behavior; (3) whether expectancy-value, academic stress predict academic emotions,
help-seeking behavior and self-handicapping.
The study chose 1221 students as participants from high school through stratified cluster random sampling. The instruments used in this study were the self-edited “Expectancy-Value Scale”, “Academic Stress Scale”, “Academic Emotions Scale”, “Help-Seeking Behavior Scale”, and “Self-Handicapping Scale”. The data was analyzed by Hotelling’s T², MANOVA, and multiple regression analysis.
The major findings were as follows:
1. The whole expectancy-value and academic stress of high school students of
subject were high.
2. High school students of subjects felt positive more than negative in emotion.
3. The whole help-seeking behavior and self-handicapping of high school
students of subjects were low.
4. Female students owned beliefs of “expectancy for success”, “task-specific
self-concept”, “perceptions of task difficulty”, “intrinsic-enjoyment” , “utility value” , “individual”, “school” , “forward emotions” and “negative emotions” more than male students.
5. Grade 10 students owned beliefs of “expectancy for success” more than
grade 8 students, while grade 8 students owned beliefs of “task-specific self-concept” more than grade 7 students, grade 8 students owned beliefs of “perceptions of task difficulty” more than grade 7 students, grade 10 students owned beliefs of “utility value” more than grade 7,8 students, grade8 students owned beliefs of “family” more than grade 10 students, grade 7 students owned beliefs of “school” more than grade 10 students, grade 10 students owned beliefs of “hope” more than grade 8 students,. grade 7,10 students owned beliefs of “distress ” more than grade 8 students.
6. The expectancy-value and academic stress of high school students could significantly predict their academic emotions, help-seeking behavior, and self-handicapping.

According to these findings, some suggestions for educational guidance were proposed. Moreover, recommendations for further studies were offered in this dissertation.

並列關鍵字

expectancy-value ； academic stress ； academic emotions ； help-seeking behavior ； self-handicapping

參考文獻

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