自我保護策略之認知歸因取向及其與內外化行為之關係：高／低因果不確定組別之等同比較

A Model of Self-protective Strategies, Cognitive Attribution Orientation, and External/Internal Behaviors: Simultaneous Analysis of Several Groups on High/Low Causal Uncertainty

10.7082/CARGC.200709.0033

李介至(Jie-Zhi Lee)

自我保護策略 ； 自我調適 ； 因果不確定性 ； 偏差行為 ； 認知歸因取向 ； causal uncertainty ； cognitive attribution orientation ； deviation behavior ； self-adjustment ； self-protective strategies

中華輔導學報

22期（2007 / 09 / 01）

33 - 70

繁體中文

本研究根據自我價值理論，考驗二種自我保護策略在失敗期望及任務無關行為上之差異，並在高成就回饋後考驗其與外在歸因、自我調適及偏差行為之關係，以及高／低因果不確定組別模型之等同性比較。研究對象以614名護專學生為受試者，經自編「因果不確定性量表」、「防禦性悲觀量表」、「自我跛足策略量表」、「認知及歸因取向量表」、「學習適應量表」及「偏差行為檢核表」等量表施測，透過結構方程模式與多重樣本分析後，研究結果顯示：1.本研究所建立的研究模式具有可接受的適配度，可解釋護專學生的觀察資料。2.高／低因果不確定組別模型之二種自我保護策略對認知及歸因取向存在效果差異，外在歸因在學習歷程中的功能性亦不同。本研究並根據研究結果進行討論及提出建議。

The purpose of this study was to examine the difference of defensive reflectivity and acquired handicap on failure expectation, task-irrelevant behavior, and external attribution according to self-worth theory. Furthermore, this study attempted to build a path model of self-protective strategies, cognitive attribution orientation, and external/internal behaviors on high achievement feedback. Data were collected from 614 students and analyzed by structural equation modeling and simultaneous analysis of several groups. The results of this study were as follows: (1) The research model fitted the observed data well. (2) For high/low causal uncertainty groups, defensive reflectivity and acquired handicap had different effects on cognitive attribution orientation and the function of external attribution on self-adjustment. Implications for theory, practice and research are discussed.

1. 李介至(2004)。護專學生防禦性悲觀、自我跛足策略及避免處置作爲對其內外科學業成就之影響。醫護科技學刊，6(4)，293-313。
   連結：
2. 李介至(2005)。護專學生防禦性悲觀對內外科學習焦慮及精熟投入之作用效果評估。中華輔導學報，18，121-152。
   連結：
3. 黃玉、樓美玲(2005)。青少年的父母婚姻衝突、負向情緒與偏差行為之相關性。醫護科技學刊，7(2)，129-139。
   連結：
4. Andrews, C. R.,Debus, R. L.(1978).Persistence and causal perception of failure: Modifying cognitive attributions.Journal of Educational Psychology,70,154-166.
5. Aunola, K.,Stattin, H.,Nurmi, J. E.(2000).Adolescents` achievement strategies, school adjustment, and externalizing and internalizing problem behaviors.Journal of Youth and Adolescence,29,289-306.
6. Bandalos, D. L.,Finney, S. J.,Geske, J. A.(2003).A model of statistics performance based on achievement goal theory.Journal of Educational Psychology,95(3),604-616.
7. Beck, B. L.,Koons, S. R.,Milgrim, D. L.(2000).Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping.Journal of Social Behavior and Personality,15(5),3-13.
8. Bosworth, K.,Espelage, K. L.(1999).Factors associated with bullying behavior in middle school students.Journal of Early Adolescence,15(5),3-13.
9. Chu, A. H. C.,Choi, J. N.(2005).Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance.The Journal of Social Psychology,145(3),245-264.
10. Conger, J. J.,Galambos, N. L.(1996).Adolescence and youth: Psychological development in a changing world.New York:Addison-Wesley Educational.
11. Connell, J. P.(1985).A new multidimensional measure of children`s perceptions of control.Child Development,56,1018-1041.
12. Covington, M. V.(1984).The self-worthy theory of achievement motivation: Finding and implication.The Elementary School Journal,85(1),5-20.
13. Covington, M. V.,Omelich, C. L.(1979).Effort: The double-edged sword in school achievement.Journal of Educational Psychology,71,169-182.
14. Craven, R. G.,Marsh, H. W.,Debus, R. L.(1991).Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept.Journal of Educational Psychology,83,17-27.
15. Edwards, J. A.(1998).Effects of causal uncertainty on the dispositional attribution process.Journal of Experimental Social Psychology,34,109-135.
16. Edwards, J. A.,Weary, G.,Reich, D. A.(1998).Causal uncertainty: Factory structure and relation to the big five personality factors.Personality and Social Psychology Bulletin,24,451-462.
17. Herrero, J.,Estevez, E.,Musitu, G.(2006).The relationships of adolescent school-related deviant behavior and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age.Journal of Adolescence,29(5),671-690.
18. Jones, E. E.,Berglas, S.(1978).Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement.Personality and Social Psychology Bulletin,4(2),200-206.
19. Maatta, S.,Stattin, H.,Nurmi, J. E.(2002).Achievement strategies at school: Types and correlation.Journal of Adolescence,25,31-46.
20. 向天屏(2000)。碩士論文(碩士論文)。彰化，國立彰化師範大學教育研究所。
21. 吳英璋、溫明晶(2005)。從整體學業自我效能感談青少年偏差行爲與犯罪行爲之形成。日新，5，34-44。
22. 李介至、黃德祥(2002)。青少年宗教信仰、生活價值及道德行爲之相關研究。彰化師大教育學報，3，25-51。
23. 林清文(2005)。自我價值保護策略。教育研究月刊，133，137-138。
24. 教育部(2004)。中華民國教育統計。台北:教育部。
25. 陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法—統計軟體應用。台北:五南。
26. 薛雪萍(2000)。碩士論文(碩士論文)。台北，國立台灣師範大學教育心理與輔導研究所。
27. 謝曜任(2005)。國小兒童偏差行爲與其學校經驗相關之初探研究。高應科大人文社會科學學報，2，249-271。

1. 黃孟儒、梁滄郎、李介至(2009)。防禦悲觀者、樂觀者及悲觀者在焦慮及反思策略之差異：高／低任務難度及工具性之調節效果。中華輔導與諮商學報，26，239-270。
2. 李介至(2016)。科技大學學生任務價值、期限壓力及拖延：主動及被動拖延者之比較。技術與職業教育學報，6(3)，67-94。
3. 林益永、李介至(2013)。「主動拖延量表」之因素組成及檢測。測驗學刊，60(1)，117-149。