高中學生之自我效能、成功期望、學習任務價值與動機調整策略之研究

The Relationships among Self-Efficacy, Expectancy of Success, Academic Task Value, and Motivational Regulation Strategies of Senior High School Students

10.7082/CARGC.200309.0117

李旻樺(Min-Hua Lee)；林清文(Chin-Wen Lin)

自我效能 ； 成功期望 ； 動機調整策略 ； 學習任務價值 ； self-efficacy ； expectancy for success ； motivational regulation strategies ； academic task value

中華輔導學報

14期（2003 / 09 / 01）

117 - 145

繁體中文

本研究旨在了解高中學生的動機信念與動機調整策略，進而探討自我效能、成功期望與學習任務價值第三個動機信念與動機調整策略之間的相關情形。研究對象為1,000位高中學生，根據受試者在「動機調整策略量表」、「自我效能量表」、「成功期望量表」、「學習任務價值量表」的得分進行統計分析。 研究結果發現： 一、高中學生廣泛使用種動機調整策略以維持學習動機。其中高三學生會運用更多的動機調整策略，而女生較常使用「精熟興趣提升」和「學習情境與資源安排」兩種動機調整策略。 二、高中學生具有中等以上的自我效能、成功期望以及學習任價值，而高三學生又高於高一、高二學生。 三、高中學生的自我效能、成功期望與學習任價值具有關連性。 四、自我效能、成功期望、學習任務價值等動機信念高的高中學生較傾向使用「進取型」動機調整策略；動機信念低的學生也會使用「保守型」動機調整策略。 本研究針對上述結果加以討論，並提出各項建議供輔導實務與未來研究之參考。

The purposes of this study were to investigate the motivational beliefs and motivational regulation strategies of senior high school students, and to explore the relationships among self-efficacy, expectancy for success, academic task value, and motivational regulation strategies. 1,000 senior high school students completed the Motivational Regulation Strategy Scale, the Self-Efficacy Scale, the Expectancy for success Scale, and the Academic Task Value Scale. The data was analyzed by applying descriptive statistics, ANOVA, t-test, MANOVA, Pearson’s product-moment correlation, and canonical correlation. The conclusions of the study were as follows: 一、Senior high school students would make use of the five motivational regulation strategies to maintain their persistence at academic tasks. The senior high school students of the third grade would use more academic motivational regulation strategies among three grades in the study. Female students were more likely to report that they would increase their level of motivation by relying on “mastery goal and intrinsic interest promotion” and “environment and resource management”. 二、Senior high school students have medium-high self-efficacy, expectancy for success, and academic task value. Grade differences were found in students’ self-efficacy, expectancy for success, and academic task value. 三、Correlations among students’ self-efficacy, expectancy for success, and academic task value were found significant. 四、The students who had higher self-efficacy, expectancy for success, and academic task value tend to use “aggressive” motivational regulation strategies. And those who had lower motivation beliefs tend to use “conservative” self-control regulation strategies. Based on the above results, discussions and implications were provided for practice of counseling and future research.

1. 程炳林(2002)。學習工作、動機問題與大學生自我調整學習策略之關係。教育心理學報，33(2)
   連結：
2. Bandura, A.(1986).Social Foundations of Thought and Action: A Social Cognitive Theory.
3. Bandura, A.(1997).Self-efficacy: The exercise of control.
4. Bembenutty, H.(1999).Sustaining motivation and academic goals: the role of aca demic delay of gratification.Learning & Individual Differences,11
5. Berndt, T. J.,Miller, K. E.(1990).Expectancy, value, and achievement in junior high school.Journal of Educational Psychology,82
6. Corno, L.,Kanfer, R.(1993).Review of Research in Education.
7. Eccles(Parsons), J.,Adier, T. F,Futterman, R.,Goff, S. B.,Kaczala, C.M.,Meece, J. L., Midgley, C.(1983).Achievement and achievement motivation.
8. Eccles, J.,Adier, T., Meece, J. L.(1984).Sex differences in achievement: a test of alternate theories.Journal of Personality and Social Psychology,46
9. Garcia, T.(1995).The role of motivational strategies in self-regulated learning.New Directions for Teaching and Learning,63
10. McCann.E.J.,Garcia, T.(1999).Maintaining motivation and regulating emotion: measuring individual differences in academic volitional strategies.Learning and Individual Difference,11
11. Pajares, F.(1996).Advances in Motivation and Achievement.
12. Paris, S. G.,Paris, A. H.(2001).Classroom applications of research on self-regulated learning.Educational Psychology,36
13. Patrick, H.,Ryan, A. M.,Pintrich, P. R.(1999).The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning.Learning and Individual Differences,11(2)
14. Pintrich, P. R.(2000).Psychology of Education: Major Themes.
15. Pintrich, P. R.(2000).Multiple goals, multiple pathways: the role of goal orientation in learning and achievement.Journal of Educational Psychology,92
16. Pintrich, P. R.(1999).Taking control of research on volitional control: challenges for future theory and research.Learning & Individual Differences,11
17. Pintrich, P. R.(2000).Handbook of self-regulation.
18. Pintrich, P. R.,DeGroot, E. V.(1990).Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology,82
19. Pokay, P.,Blumenfeld, P. C.(1990).Predicting achievement early and late in the semester: the role of motivation and use of learning strategies.Journal of Educational Psychology,82
20. Sansone, C.,Weir, C.,Hapster, L.,Morgan, C.(1992).Once a boring task always a boring task? Interest as a self-regulatory mechanism.Journal of personality and social psychology,63
21. Schunk, D. H.(1996).Learning Theories: an Educational Perspective.
22. Schunk, D. H.(1989).Research on Motivation in Education.
23. Stipek, D. J.(1988).Motivation to Learn: from Theory to Practice.
24. Suarez Riveiro, J. M.,Cabanach, R. G,Arias, A. V.(2001).Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies.The British Journal of Educational Psychology,71
25. VanZile-Tamsen, C., Livingston, J. A.(1999).The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students.Journal of College Student Development,40
26. Wigfield, A.(1994).Expectancy-value theory of achievement motivation: a developmental perspective.Educational Psychology Review,6
27. Wigfield, A.,Eccles, J. S.(1992).The development of achievement task values: a theoretical analysis.Developmental Review,12
28. Wigfield, A.,Eccles, J. S.(2000).Expectancy-value theory of achievement.Con temporary Educational Psychology,25
29. Wolters, C. A.(1998).Self-regulated learning and college students' regulation motivation and their use of learning strategies, effort, and classroom.Learning &Individual Differences,11
30. Zimmermzan, B. J.(1998).Academic studying and the development of personal skill : a self-regulatory perspective.Educational Psychologist,33
31. Zimmermzan, B. J.,Martinez-Pons Manuel(1990).Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use.Journal of Educational Pfivcholopv,82
32. Zimmermzn, B. J.(2000).Handbook of self-regulation.
33. 吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。中國輔導學會測驗年刊，39
34. 林宏恩(1990)。高中高職學生不同問題解決能力與其生活適應之差異比較研究。
35. 張景媛(1992)。自我調整、動機信念、顯題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25
36. 程炳林(1991)。激勵的學習策略之相關研究。
37. 黃盛蘭(1999)。高中學生行為困擾問題與求助態度之研究。
38. 楊百川(2001)。高中生心理需求困擾之評量與調查研究。
39. 趙柏原(1999)。國中學生自我效能、求助態度與課業求助行為之相關研究。
40. 魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。

1. 蔡順良(2008)。青少年多向度自我效能量表編製與驗證。教育心理學報，39(S)，105-126。
2. 陳美芳、王蕾雁(2015)。中學階段資優生與普通生樂觀傾向、自我效能與解釋型態之研究。資優教育，134，23-36。
3. 陳珮穎、李宜玫(2010)。國小家庭作業類型的預測與中介效果：從教學風格到任務價值。教育科學研究期刊，55(4)，187-213。
4. 陳瑋婷(2011)。自我效能、學習策略與學業成就之關係研究：結合後設分析與結構方程模式。師資培育與教師專業發展期刊，4(2)，83-96。
5. 黃德祥、洪福源、邱紹一(2014)。台中市高中學生學習自我效能量表的測量與現況分析。教育經營與管理研究集刊，10，27-66。
6. 黃惠卿、林啓超(2005)。國中生數學之成就目標導向對自我效能和不適應學習行爲之關係。教育科學期刊，5(2)，27-51。
7. 黃珮婷、陳慧娟(2016)。大學生未來時間觀與自我調整學習之關係：知覺工具性的中介效果檢驗。教育心理學報，47(3)，329-354。
8. 黃台珠、吳裕益、何仕仁(2007)。科學自我效能量表之發展。科學教育學刊，15(6)，613-626。
9. 林清文(2000)。高中高職學生基礎科學自我調整課業學習策略研究。中華輔導學報，13，1-44。
10. 乃慧芳(2017)。教練心靈領導對田徑選手心理資本、動機調整策略與運動表現之關係研究。運動教練科學，46，81-90。
11. 邱皓政、林碧芳(2016)。孰優、孰弱？臺灣學生學習成就軌跡之異質性分析。當代教育研究季刊，24(1)，033-079。
12. 蘇嘉鈴、程炳林(2005)。國中生行動導向、目標導向與動機調整策略之關係。教育心理學報，36(4)，395-415。
13. 詹慧珊,黃美玲,周利娜(2021)。國中教育會考國文成績延遞至高中職階段之學習成效研究。弘光學報，88，89-98。
14. (2005)。國中生之數學成就目標相關研究。中等教育，56(4)，124-147。
15. (2012)。弱勢學生未來時間觀、學習自我效能及學習任務價值之研究。中正教育研究，11(1)，1-44。
16. (2013)。參與攜手計畫國小教師未來時間觀、任務價值及教學意志力之研究：以臺北市與新北市教師為例。教育學刊，40，137-175。
17. (2020)。後期中等教育階段學生之學習困擾與憂鬱情緒關係探究：圾自我效能為調節變項。教育政策論壇，23(3)，101-136。