多重目標導向、動機問題與調整策略之交互作用

程炳林

doi:10.29882/JTNUE.200204.0003

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P39 - 58

社会科学 > 教育学

DOI： 10.29882/JTNUE

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多重目标导向、动机问题与调整策略之交互作用

The Interaction among Multiple Goals, Motivational Problems, and Self-Regulated Learning Strategies

程炳林(Biing-Lin Cherng)

师大学报：教育类； 47 卷 1 期 (2002 / 04 / 01) ， P39 - 58

繁体中文 DOI： 10.29882/JTNUE.200204.0003

目标导向；自我调整学习；调整策略；行动控制； goal orientation ； self-regulated learning ； regulated strategy ； action control

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摘要 │ 参考文献 (52) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The research on self-regulated learning has supported the view that self-regulated learners adapted their strategy use to fit situational demands. Much of this research has examined this view without consideration of mediating role of learners' characters between contexts and regulated strategies. The current study of revised goal theory has addressed the role of multiple goals and linked them to students' self-regulated learning. Researchers of goal theory have no gave attention to how multiple goals mediate the interaction between learning contexts and self-regulated behaviors. This study was an attempt to integrate research of revised goal theory and self-regulated learning and to test interaction among multiple goals, motivational problems, and students' regulated strategies. The participants were 114 college students from two classes. The instruments employed in this study were Goal Orientation Scale and Regulated Strategies Open-ended Questionnaire. made by the author. Results showed that (a) the high-mastery/high-performance group reported the most strategies use and the low-mastery/low-performance group reported the least strategies use; (b) when faced with difficult material, subjects used more self-regulated learning strategies than faced with boring and no important course material; (c) the information-processing strategies was more frequently described by students; (d) there were significant three-way interaction among multiple goals, motivational problems, and students' use of regulated strategies. The high-mastery/high-performance group exhibited the most adaptive self-regulated learning pattern than the other groups. These students' reported use of regulated strategies varied across different situational demands. Students with high-mastery/low-performance goal orientation were more adaptive regulated behaviors in response to material described as difficult and boring, but these students were less adaptive self-regulated learning behaviors when faced with no important course material. When faced with no important and boring course material, the low-mastery/high-performance group could not reveal the adaptive self-regulated learning pattern. These students revealed more adaptive self-regulated behaviors only when faced with difficult course material. Finally, the low-mastery/low-performance students' use of strategies couldn't vary across different motivational problems, these students are no on an adaptive pattern in self-regulated learning. Implications for theory, research, and teaching intervention are discussed.

参考文献 ( 52 ) 〈TOP〉

程炳林 Cherng, Biing-Lin(2002)。大学生学习工作、动机问题与自我调整学习策略之关系。教育心理学报，33(2)，79-101。
连结：
程炳林 Cherng, Biing-Lin、林清山 Lin, Chen-Shan(2002)。学习历程前决策与後决策阶段中行动控制的中介角色。教育心理学报，34(1)，43-60。
连结：
Ames, C.(1992).Classrooms: Goals, structures, and student motivation.Journal of Educational Psychology,84(3),261-271.
Bandura, A.(1986).Social Foundations of Thought and Action: A social cognitive theory.Englewood Cliffs, NJ:Prentice Hall.
Blumenfeld, P.(1992).Classroom learning and motivation: Clarifying and expanding goal theory.Journal of Educational Psychology,84,272-281.

被引用文献 ( 1 ) 〈TOP〉

丁毓珊(Yu-Shan Ting);叶玉珠(Yu-Chu Yeh)(2021)。国中生学习心向、学习自我效能与学习适应之关系：以自我调整学习为中介变项之路径模式分析。教育研究与发展期刊。17(2)。83-117。

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