國中生自我決定動機、目標導向與動機涉入之關係

張映芬; 程炳林

doi:10.6251/BEP.20140825

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P541 - 564

Social Sciences > Psychology
Social Sciences > Education

DOI： 10.6251/BEP

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國中生自我決定動機、目標導向與動機涉入之關係

The Relations of Self-determination Motivation, Goal Orientation, and Motivational Engagement for Junior High School Students

張映芬(Ying-Fen Chang) ；程炳林(Biing-Lin Cherng)

教育心理學報； 46卷4期 (2015 / 06 / 01) ， P541 - 564

繁體中文 DOI： 10.6251/BEP.20140825

目標導向；自主動機；自我決定動機；受抑制動機；動機涉入； autonomous motivation ； controlled motivation ； goal orientation ； motivational engagement ； self-determination motivation

Abstract │ Reference (50) │ Times Cited (3) │ Altmetrics

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Both self-determination theory and goal orientation theory are based in a sound theoretical foundation and have found wide empirical support. Although some scholars proposed that these two theories are related, few empirical studies have explored the relations between them. Therefore, the main purpose of this study was to examine the model on the associations among self-determination motivation, goal orientation, and motivational engagement through a structural equation modeling approach. The participants were 1305 junior high school students. In general, results supported all hypotheses. First of all, autonomous motivation positively predicted approach-mastery, avoidance-mastery, and approach-performance goals, and negatively predicted avoidance-performance goals. Controlled motivation positively predicted avoidance-mastery, approach-performance, and avoidance-performance goals, and negatively predicted approach-mastery goals. Next, approach-mastery and approach-performance goals positively predicted adaptive motivational engagement and approach-performance goals negatively predicted maladaptive motivational engagement. Finally, avoidance-performance goals negatively predicted adaptive motivational engagement and positively predicted maladaptive motivational engagement. Based on the findings in this research, implications for theory, practice and further research were discussed.

Reference ( 50 ) 〈TOP〉

林宴瑛、程炳林（2007）：個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39（2），173-194。[Lin, Y. Y. (2007). The latent change analysis among individual goal orientations, classroom goal structures and self-regulated learning strategies. Bulletin of Educational Psychology, 39 (2), 173-194.]
連結：
施淑慎、曾瓊慧、蔡雅如（2007）：國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊，54（1），31-58。[Shih, S. S., Tzeng, C. H., & Tsai, Y. R. (2007). Children’s achievement goals, motivational and affective process, and academic achievement: An examination of a meditational model. Psychological Testing, 54(1), 31-58.]
連結：
陳正昌、程炳林、陳新豐、劉子鍵（2005）：多變量分析方法：統計軟體應用（四版）。台北：五南。[Chen, J. C., Cherng, B. L., Chen, S. F., & Liu, T. J. (2005). The methods of multivariate analysis: application of statistical software. Taipei, Taiwan: Wu Nan]
連結：
陳秀惠（2010）：國中生自我決定動機之發展模式及其相關因素探討。國立成功大學教育研究所碩士論文。[Chen, S. H. (2010). The development model of motivation of self-determination for Junior High School Students and the exploration of its relevant factors (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.]
連結：
程炳林（2003）：四向度目標導向模式之研究。師大學報：教育類，48（1），15-40。[Cherng, B. L. (2003). Study of the model of 4 dimensions goal orientation. Journal of Taiwan Normal University: Education, 48(1), 15-40.]
連結：

Times Cited ( 3 ) 〈TOP〉

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