成功導向與失敗導向學童的學業成就及成就歸因比較研究

Academic Achievement and Causual Attributions of Success And Failure by Success-Oriented and Failure-Oriented Children

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 16期 (1983/12) Pp. 47-60

https://doi.org/10.6251/BEP.19831201.4

摘要

本研究的目的是在根據Atkinson與Weiner的動機理論，分析比較成功導向與失敗導向兒童的學業成就，以及成就歸因型態。研究的對象為222名國小五、六年級學童，他們是從610名的國小五、六年級兒童中抽選出來的。五、六年級兒童全部接受成就動機與測試焦慮量表，凡成就動機T分數在平均數以上，且超過焦慮分數15分以上者，選為「成功導向兒童」(M=67，F=46)，而焦慮分數在平均數以上，且超過成就動機分數15分以上者，選為「失敗導向兒童」(M=48，F=61)。
這些受試者復接受「成就歸因問卷」與「瑞文氏非文字推理測驗」，資料經以智力為共變數，進行雙因子共變數分析，獲得以下的結果：(1)成功導向兒童的學業成就優於失敗導向兒童。(2)成功導向兒童傾向於將自己的成功歸因為能力和努力兩個因素。(3)失敗導向兒童傾向於將自己的失敗歸因為運氣因素。

並列摘要

The objectives of this study was to examine the relationship betweenacademic achievement and achievement motivation,and to investigatecausual attributions of success and failure by success-oriented and failure-oriented children. Two hundred and twenty two fifth and sixth gradechildren were drawn from 610 pupils in an elementary school in Taipei. Interms of scores on achievement motivation and test anxiety scale, the subjectswere classified into success-oriented (67 males and 46 females) andfailure-oriented (48 males and 61 females) groups. They were administeredboth attributional scale for success and failure and intelligence test,exceptthat the scores of school achievement were copied down from the schoolrecord.The data obtained were analyzed by two-way analysis of covarianceusing IQ scores as covariate.
The major results obtained were: (1) The pupils of success-orientedgroup had a higher academic achievement than the pupils of failure-oriented group. (2) The pupils of success-oriented group tended to attributetheir success to ability and effort. (3) The pupils of failure-oriented grouptended to attribute their failure to luck. The interpretations of these resultsare provided.