為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果

Why Does Student Behave Self-handicapping? The Mediating Effects of Perceived Competence and Test Anxiety on Patterns of Learning Behavior

10.7108/PT.200606.0049

陳嘉成(Chia-Cheng Chen)

自我跛足策略 ； 成就目標導向 ； 中介效果 ； 自我調整學習 ； self-handicapping ； achievement goal orientation ； mediating effect ； self-regulation learning

測驗學刊

53卷1期（2006 / 06 / 01）

49 - 77

繁體中文

自我跛足策略是指，個人事先對未來行動失敗尋找藉口所預設之障礙。但是到底在哪些條件下，學生最可能使用自我跛足策略目前尚不得而知。本研究以成就目標理論為架構試圖探討下列幾個問題：(1)不同程度自我跛足的學生在學習組型變項上有何差異？(2)在組型變項中，哪些變項最具有區辨不同跛足程度的效果？(3)在認知與行為變項之間是否存在中介變項的影響？ 本研究以1218位國中生為樣本，首先進行多變項變異數分析，結果發現：高、低自我跛足學生在認知、情意與行為變項，幾乎都達到.001的顯著差異。接下來為了探索哪些變項是造成學生採用自我跛足策略的關鍵，以上述達顯著的變項來進行逐步區別分析，結果共有五個變項進入區別方程式。此外，本研究以數學能力知覺和測驗焦慮作為中介變項，以結構方程模式(SEM)探討其對行為變項的中介效果。結果發現：學生的趨向表現目標對「生活適應」與「數學成績」的直接效果並不存在，但是透過情意變項的中介，其間接效果皆達.01的顯著水準；而精熟目標對測驗焦慮的總效果不存在，但透過能力知覺的中介，間接效果則達.001的顯著水準。

The definition of self-handicapping is to involve in creating impediments to successful performance on important tasks that individual really cares about. By using achievement goal theory as a framework, I am interested in the following arguments, (A) are there any differences between high and low handicappers in terms of patterns of learning behaviors?, (B) what variables can discriminate the high and the low handicappers wsell? (C) are there mediating factors existent between cognitive and behavior variables ? The data is based on a sample from 4 junior high schools students and sample size is1218. The conclusions in this research are as follows, (A) All learning pattern variables are significantly different, except performance goal, between high and low handicappers by MANOVA analysis. (B) There are 5 variables selected from learning pattern variables and Ⅰ place them in discriminate function to implement stepwise discriminate analysis. (C) Using SEM to investigate the significance of mediating effect (D) The direct effects between performance goal and life adjustment and Math, score is not existent. However, the indirect effects between performance goal and life adjustment and Math. score mediated by perceived competence and test anxiety are significant.

1. 程炳林(2002)。多重目標導向、動機問題與調整策略之交互作用。師大學報：教育類，47(1)，39-58。
   連結：
2. Ames, C.,Archer, J.(1988).Achievement goal in the classroom: Students` learning strategies and motivational process.Journal of Educational Psychology,80(3),260-267.
3. Anderman, E. M.,Griesinger, T.,Westerfield, G.(1998).Motivation and cheating during early adolescence.Journal of Educational Psychology,90,84-93.
4. Anderman, E. M.,Midgley, C.(1997).Change in achievement goal-orientation, perceived academic competence, and grades across the transition to middle-level schools.Contemporary Educational Psychology,22,269-298.
5. Anderman, L. H.,Anderman, E. M.(2000).Considering contexts in educational psychology: Introduction to the special issue.Educational Psychologist,35(2),67-68.
6. Anderman, L. H.,Patrick, H.,Hruda, L. Z.,Linnenbrink, E. A.,C. Midgley (Ed.)(2002).Goals, Goal Structure, and Pattern of Adaptive Learning.NJ:LEA.
7. Arkin, R. M.,Baumgrdner, A. H.,J. H. Harvey,G. Weary (Eds.)(1985).Attribution: Basic issues and applications.NY:Academy Press.
8. Atkinson, J. W.(1957).Motivational determinants of risk taking behavior.Psychological Review,64,359-372.
9. Carver, C. S.,Scheier, M. F.,M. Boekaerts,P. R. Pintrich,M. Zeidner (Eds.)(2000).Handbook of Self-Regulation (Chap.3).CA:Academic Press.
10. Covington, M. V.(1992).Making the grade: A self-worth perspective on motivation and school reform.NY:Cambridge Univ. Press.
11. Covington, M. V.(1984).The self-worthy theory of achievement motivation: Finding and implication.The Elementary School Journal,85(1),5-20.
12. Covington, M. V.(1998).The will to learn.NY:Cambridge Univ. Press.
13. Covington, M. V.(2000).Goal theory, motivation, and school/achievement: An integrative view.Annual Review of Psychology,51,171-200.
14. Covington, M. V.,Omelich, C. L.(1979).Effort: The double edged-sword in school achievement.Journal of Educational Psychology,77,446-459.
15. Deppe, R. K.(1995).Self-handicapping and intrinsic motivation: Self-handicaps as protection from the negative effects of failure feedback.Dissertation Abstracts International,33(3)
16. Drexier, L. P.(1995).The affective consequences of self-handicapping.Dissertation Abstracts International,55(7)
17. Dweck, C. S.(2000).Self-theories: Their role in motivation, personality and development.NY:Psychology Press.
18. Dweck, C. S.,Leggett, E. L.(1988).A social-cognitive approach to motivation and personality.Psychological Review,95(2),256-273.
19. Eaton, M. J.,Dembo, M. H.(1997).Difference in the motivational beliefs of Asian American and non-Asian American.Journal of Educational Psychology,89(3),433-440.
20. Elliot, A. J.,Covington, M. V.(2001).Approach and avoidance motivation.Educational Psychology Review,13(2),73-92.
21. Elliot, A. J.,Harackiewicz, J. M(1996).A hierarchical model of approach and avoidance achievement motivation.Journal of Personality and Social Psychology,72(1),218-231.
22. Elliot, A. J.,McGregor, H. A.,Gable, S.(1999).Achievement goals, study strategies, and exam performance: A mediational analysis.Journal of Educational Psychology,91,549-563.
23. Feick, D.,Rhodewalt, F.(1997).The double-edged sword of self-handicapping: Discounting augmentation, and the protection and enhancement of self-esteem.Motivation and Emotion,21,147-163.
24. Fox, K.,Goudas, M.,Biddle, S.,Duda, J.(1994).Children`s task and ego goal profiles in sport.British Journal of Educational Psychology,64(2),253-261.
25. Garcia, T.(1995).The role of motivational strategies in the self-regulation.New Direction for Teaching and Learning,63,29-42.
26. Georgiadis, M.,Biddle, S. J. H.,Auweele, Y. V.(2001).Cognitive, emotional, and behavioural connotations of task and ego goal orientation profiles: An ideographic approach using hierarchical class analysis.International Journal of Sport Psychology,32,1-20.
27. Hong, Y.,Chin, C.,Dweck, C. S.,M. Kernis (Ed.)(1995).Efficacy, agency and self-esteem.New York:Plenum.
28. Jones, E.,Berglas, S.(1978).Control attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of under-achievement.Personality and Social Psychology Bulletin,4,200-206.
29. Kaplan, A.,Midgley, C.(1997).The effect of achievement goals: Does level of perceived academic competence make a difference.Contemporary Educational Psychology,22,415-435.
30. Kuhl, J.,J. Beckmann, (Eds.)(1985).Action control: From cognition to behavior.NY:Springer-Verlag.
31. Kuhl, J.,M. Boekaerts,P. R. Pintrich,M. Zeidner (Eds.)(2000).Handbook of Self-Regulation.CA:Academic Press.
32. McClelland, D. C.(1951).Personality.NY:The Dryden Press.
33. Middleton, M. J.,Midgley, C.(1997).Avoiding the demonstration of lack of ability: An unexplored aspect of goal theory.Journal of Educational Psychology,89(4),710-718.
34. Midgley, C.,Arunkumar, R.,Urdan, T. C.(1996)."If I don`t do well tomorrow, there is a reason": Predictors of adolescents` use of academic self-handicapping strategies.Journal of Educational Psychology,88(3),423-434.
35. Midgley, C.,Maehr, M. L.,Hicks, L.,Roeser, R.,Urdan, T.,Anderman, E.,Kaplan, A.,Arunkumar, R.,Middleton, M.(1997).Patterns of adaptive learning survey (PALS).MI:The University of Michigan.
36. Midgley, C.,Urdan, T.(2001).Academic self-handicapping and achievement goal: A further examination.Contemporary Educational Psychology,26,61-75.
37. Midgley, C.,Urdan, T.(1995).Predictors of middle school students` use of self-handicapping behavior.Journal of Early Adolescence,15,389-411.
38. Murray, C.,Warden, M.(1990).Implication of self-handicapping strategies for academic achievement: A reconceptualization.Journal of Social Psychology,132,23-37.
39. Murray, H. A.(1938).Explorations in personality.NY:Oxford Uni. Press.
40. Newman, R. S.(1990).Children`s help seeking in the classroom: The role of motivational factors and attitudes.Journal of Educational Psychology,82,71-80.
41. Nicholls, J.(1984).Achievement motivation: Conception of ability, subjective experience, task choice, and performance.Psychological Review,91,328-346.
42. Nicholls, J. G.,Cheung, P. C.,Lauer, J.,Patashnick, M.(1989).Individual difference in academic motivation: Perceived ability, goal, belie1 and values.Learning and Individual Differences,1,63-84.
43. O`Brien, P. E.(2001).Self-handicapping behaviors, psychosocial variables and academic achievement of middle school adolescents.Dissertation Abstracts International: Section B: The Science and Engerneering,61(10),5599.
44. Ommundsen, Y.(2001).Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientation.Psychology of Spot and Exercise,2,139-156.
45. Pintrich, P. R.(1994).Continuities arid discontinuities: Future direction for research in educational psychology.Educational Psychologist,29,137-148.
46. Pintrich, P. R.,Garcia, T.,M. L. Machr (Eds.)(1991).Advanced in motivation and achievement: Goals and self-regulatory processes.Greenwich, CT:JAI Press.
47. Pintrich, P. R.,M. Boekaerts,M. Zeidner (Eds.)(2000).Handbook of Self-Regulation.CA:Academic Press.
48. Pintrich, P. R.,Smith, D. A.,Mckeachie, W. J.(1989).School for Education, The University Michigan, Ann Arbor.
49. Prapavessis, H.,Grove, J. R.,Maddison, R.,Zillmamm, N.(2001).Self-handicapping tendencies, copping, and anxiety responses among athletes.Psychology of Sport and Exercise,4,357-375.
50. Rhodewalt, F.,Fairfield, M.(1991).Claimed self-handicaps and the self-handicapper: The relation of reduction in intended effort to performance.Journal of Research in Personality,25,397-416.
51. Rhodewalt, G.(1994).Conceptions of ability, achievement goals arid individual differences in self-handicapping behavior: On the application of implicit theories.Journal of Personality,62(1),67-85.
52. Richardson, F. C.,Suim, R. M.(1972).The mathematics, anxiety rating scale: Psychometric data.Journal of Counseling Psychology,19(6),551-554.
53. Rosenberg, M.(1965).Society and the adolescent self-image.Princeton, NJ:Princeton University Press.
54. Snyder, C. R.,Smith, T. W.,G., Weary,H. L. Mirels, (Eds.)(1982).Integrations of Clinical and Social Psychology.NY:Oxford University Press.
55. Urdan, T.,Midgley, C.(2001).Academic handicapping: What we know, what more there is to learn.Educational Psychology Review,13(2),115-138.
56. Urdan, T.,Midgley, C.,Anderman, E. M.(1998).The role of classroom goal structure in students` use self-handicapping strategies.American Educational Research Journal,35(1),101-122.
57. Urdan, T.,Ryan, A. M.,Anderman, E. M.,Gheen, M. H.(2002).Goals, Goal Structure, and Pattern of Adaptive Learning.NJ:LEA.
58. Vlachopoulos, S.,Biddle, S. J. H.(1997).Modeling the relations to achievement- related affect in physical education: Does perceived ability matter.Journal of Sport and Exercise Psychology,19(2),169-187.
59. Warden, M. R.(1991).Dissertation Abstracts International.
60. Weiner, B.(1986).An attributional theory of motivation and emotion.New York:Springer Verlag.
61. Xiang, P.,Lee, A. M.,Shen, J.(2001).Conceptions of ability and achievement goals in physical education: Comparisons of American arid Chinese Students.Contemporary Educational Psychology,26(3),348-365.
62. Xiang, P.,Lee, A. M.,Solmon, M. A.(1997).Achievement goal and their correlates among American and Chinese students in physical education.Journal of Cross-Culture Psychology,28(6),645-660.
63. Zimmerman, B. J.(2000).Self-efficacy: An essential motive to learn.Contemporary Educational Psychology,25,82-91.
64. Zimmerman, B. J.(1989).A social cognitive view of self-regulated academic learning.Journal of Educational Psychology,81,329-339.
65. Zuckerman, M.,Kieffer, S. C.,Knee, C. R.(1998).Consequence of self-handicapping: Effects on coping, academic performance, and adjustment.Journal of Personality and Social Psychology,74,1619-1618.
66. 吳靜吉、余民寧、陳嘉成、林偉文(1999)。數學能力知覺量表的建立與修訂。
67. 吳靜吉、林偉文、劉士豪(1998)。成就目標量表的建立與修訂。
68. 吳靜吉、程炳林(1992)。激勵學習策略量表的建立與修訂。
69. 李坤崇、歐慧敏(1996)。青少年因應策略量表編製報告。測驗年刊，43，241-262。
70. 林清山(1988)。多變量分析。台北市:東華。
71. 馬信行(1999)。線性結構模式在教育上的應用及所遭遇之問題。教育心理期刊，22，1-14。
72. 陳淑美(1998)。數學焦慮症新解藥。光華雜誌，23(7)，84-91。
73. 陳嘉成(2004)。第一屆亞太教育論壇(APED)。台南市:成功大學。
74. 陳嘉成(2002)。成就目標、行動控制取向與數學能力知覺對國中生數學學習行為組型之關係研究。教育與心理研究，25，629-656。
75. 陳嘉成(2001)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係研究。教育與心理研究，24，167-190。
76. 程炳林、林清山(1998)。行動導向量表編製報告。測驗年刊，45(1)，65-82。
77. 歐慧敏(2002)。國中生因應策略與行為困擾之調查與訪談研究。初等教育學報，15，295-340。
78. 嚴正意(1992)。學生怕數學嗎？－數學焦慮問題的探討。國教之友，44(2)，41-48。

1. 陳嘉成(2007)。區別高低分群學生數學成就因素的國際比較—以台灣、南韓、澳洲與賽普勒斯的TIMSS2003學生背景變項爲例。測驗學刊，54(2)，377-401。
2. 黃永和(2023)。合作小組目標互賴與精緻互助行為關係研究。課程與教學，26(3)，91-124。
3. 賴英娟、巫博瀚(2017)。國中生學業情緒與學習投入對學業成就之影響。課程與教學，20(3)，139-164。
4. 李宜玫(2012)。數學低成就學習動機之類型與區別分析：中小學弱勢學生與一般學生之比較。教育科學研究期刊，57(4)，39-71。
5. 劉育春、陳柏霖、洪兆祥(2017)。以數學學業復原力為調節角色：國中生數學考試焦慮與數學學業成就之關係。課程與教學，20(4)，151-176。
6. 吳永清、毛國楠(2012)。國中學生目標導向與社會比較關聯性之實徵研究。輔導與諮商學報，34(2)，45-67。
7. 薛人華、陳嘉成、陳柏霖、洪兆祥(2018)。劍的雙面刃－國中數學科不同成就學生學習組型差異之分析。教育科學研究期刊，63(3)，105-130。
8. (2008)。調節假設或適配假設?－二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究。教育與心理研究，31(2)，27-58。
9. (2010)。二向度或三向度？國中生之成就目標建構適用性與自主性在學習歷程角色之研究。教育研究與發展期刊，6(4)，137-166。
10. (2010)。強勢目標或多元目標？不同分析法對國小學童學習歷程之差異比較與成就目標影響學習成就路徑之模式檢驗。教育與心理研究，33(3)，107-137。
11. (2014)。誰會是數學低成就者？－低成就出現率、篩選方法與低成就類型之分析。教育與心理研究，37(2)，95-126。
12. (2015)。千里之行，始於足下－國中生的數學習得無助感與終止數學低成就的可能路徑。教育與心理研究，38(4)，35-65。
13. (2017)。臺灣學生數學課後學習活動與數學學習成就的關係：TIMSS 2003年資料的分析。教育學刊，48，45-80。
14. (2017)。向左走，向右走？數學低成就學生狀態改變之可能性分析。教育與心理研究，40(2)，1-30。
15. (2024)。臺灣地區學生數學焦慮與數學學習成就關聯之後設分析。學校行政，153，107-137。