簡易檢索 / 詳目顯示

研究生: 蕭培以
Hsiao, Pei-Yi
論文名稱: 不同教育階段資優生環境目標結構、個人目標導向與學業情緒之研究
The Environmental Goal Structures, Individual Goal Orientations and Academic Emotions of Gifted Students in Different Educational Stages
指導教授: 陳美芳
Chen, Mei-Fang
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2018
畢業學年度: 107
語文別: 中文
論文頁數: 114
中文關鍵詞: 資優生環境目標結構個人目標導向學業情緒
英文關鍵詞: gifted students, individual goal orientations, environmental goal structure, achievement emotion
DOI URL: http://doi.org/10.6345/THE.NTNU.DSE.043.2018.F02
論文種類: 學術論文
相關次數: 點閱:216下載:28
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究由成就動機理論出發,以數學科作為特定領域,探究不同教育階段、不同身分類別學生之環境目標結構、個人目標導向與學業情緒。並進一步探究資優生所知覺之環境目標結構對、個人目標導向與學業情緒之交互影響。本研究利用問卷調查法,以「環境目標結構」、「個人目標導向」及「學業情緒」為工具,研究對象包括11年級資優生62人、普通生276人;8年級資優生75人、普通生197人;5年級資優生47人、普通生158人。以單因子變異數分析與階層迴歸分析分析資料,所得結果如下:
    一、不同教育階段學生之差異情形:
    (一)5年級學生所覺知到之教師、同儕與家家長之精熟目標結構顯著高於8年級和11年級學生。
    (二)5年級學生持趨向精熟目標之傾向顯著高於8年級和11年級學生。
    (三)5年級在愉悅、希望和自豪三項正向情緒顯著高於8年級和11年級學生;而11年級學生之無聊情緒顯著高於5年級學生。

    二、不同身分類別學生之差異情形:
    (一)資優生所覺知之教師精熟目標結構顯著高於普通生。
    (二)資優生趨向精熟、逃避精熟和趨向表現之傾向皆顯著高於普通生。而普通生在逃避表現目標之傾向則顯著高於資優生。
    (三)資優生在愉悅、希望、自豪三個正向情緒上皆高於普通生。而生氣、焦慮、無望和無聊四個負向情緒,則是普通生高於資優生。

    三、環境目標結構對個人目標導向與學業情緒之預測效果:
    (一)大致上來說,環境目標結構可預測資優生相對應之個人目標導向。
    (二)整體來說,教師與同儕之精熟目標結構可正向預測資優生之正向情緒;教師與同儕之表現目標結構可正向預測資優生之負向情緒。其中,同儕精熟目標結構同時正向預測了資優生之自豪與焦慮兩種情緒。家長環境目標結構對資優生之學業情緒不具有預測效果。

    四、環境目標結構、個人目標導向與學業情緒之中介效果:
    (一)資優生所覺知之教師精熟目標透過趨向精熟目標導向之部分中介或完全中介,對其學習數學之愉悅與希望情緒產生正向的預測效果。
    (二)資優生所覺知之教師精熟目標結構完全透過逃避表現目標導向之中介,對其希望情緒產生正向的預測效果。
    (三)資優生所覺知之教師精熟目標結構透過逃避表現目標導向之部分中介或完全中介對其生氣、焦慮、無望與無聊情緒產生負向的預測效果。
    (四)資優生所覺知之同儕精熟目標結構完全透過精熟目標之中介,對其學習數學之自豪情緒產生正向的預測效果。
    (五)資優生所覺知之同儕表現目標結構完全透過逃避表現目標之中介,對其學習數學之焦慮情緒產生正向的預測效果。

    This study based on the theory of achievement motivation and uses mathematics as a specific field to explore the environmental goal structures, individual goal orientations and academic emotions of gifted students in different education stages. Research tools are "environmental goal structure scale", " individual goal orientation scale" and " academic emotions scale". The participants of the research are as follows:
    62 gifted students and 276 general students in the 11th grade ; 75 gifted students and 197 general students in the 8th grade ; 47 gifted students and 158 general students in the 5th grade. The collected data were analyzed by one way ANOVA and hierarchical regression. The main findings of the research are as follows:

    1.The differences between students in different stages of education:
    (1)The Teacher-mastery goal, Peer-mastery goal and Home-mastery goal of the 5th grade students are significantly higher than that of the students in the 8th and 11th grade.
    (2)Students in the 5th grade are more prone to the mastery goal than the students in the 8th and 11th grade.
    (3)As for the positive emotions of enjoyment, hope and pride, students in the 5th grade were significantly higher than the students in the 8th and 11th grade; Moreover, the students in the 11th grade significantly felt more bored than the students in the 5th grade.

    2.The differences between gifted students and general students:
    (1)The Teacher-mastery goal of gifted students is significantly higher than that of general students.
    (2)The Approach mastery goal, Avoidance mastery goal and Approach performance goal of gifted students are significantly higher than those of general students. The tendency of general students to Avoidance performance goal is significantly higher than that of gifted students.
    (3)The positive emotions of gifted students are higher than general students in the positive emotions of enjoyment, hope and pride. As for anger, anxiety, hopelessness and boredom, the general students are higher than gifted students.

    3.Predictive effect/ predictive validity of environmental goal structure on Individual Goal Orientations and Academic Emotions
    (1)In general, the environmental goal structure can predict the corresponding individual goal orientation of the gifted students.
    (2)Teacher-mastery goal and Peer-mastery goal can positively predict the positive academic emotions of gifted students; Teacher-performance goal and Peer-performance goal can positively predict the negative academic emotions of gifted students. Among them, Peer-mastery goal also predicts the pride and anxiety of gifted students. Moreover, there is no predictive effect on the academic emotions of gifted students in Home-mastery goal and Home-performance goal.

    4.The mediating effects of individual goal orientation between environment goal structures and academic emotions.
    (1)The teacher mastery goal which was perceived by gifted students was partially mediated or completely mediated through approach mastery goal, and positively predicted the enjoyment and hope emotions while studying math.
    (2)The teacher mastery goal which was perceived by gifted students was completely mediated through avoidance performance goal, and positively predicted the hope emotions while studying math.
    (3)The teacher mastery goal which was perceived by gifted students was partially mediated or completely mediated through avoidance performance goal, and negatively predicted the anger, anxiety, hopelessnessm and boredom emotions while studying math.
    (4)The Peer-mastery goal which was perceived by gifted students was completely mediated through approach mastery goal, and positively predicted the pride emotions while studying math.
    (5)The peer-performance goal which was perceived by gifted students was completely mediated through avoidance performance goal, and positively predicted the anxiety emotions while studying math.

    摘要 III Abstract V 目次 VIII 圖次 XI 表次 XII 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的 5 第三節 研究問題與假設 5 第四節 名詞釋義 6 第二章 文獻探討 11 第一節 資優概念、資優生特質與發展 11 第二節 個人目標導向之發展與相關研究 19 第三節 環境目標結構之意涵與相關研究 26 第四節 學業情緒之意涵與其相關研究 30 第三章 研究方法 39 第一節 研究架構 39 第二節 研究對象 43 第三節 研究工具 44 第四節 實施程序 49 第五節 資料分析 50 第四章 結果與討論 51 第一節 教育階段與身份類別在環境目標結構、個人目標導向與學業情緒之差異情形 51 第二節 資優生環境目標結構對個人目標導與學業情緒之預測效果 63 第三節 資優生環境目標結構、個人目標導向與學業情緒之作用效果 75 第五章 結論與建議 87 第一節 結論 87 第二節 建議 92 參考文獻 97 一、中文部分 97 二、西文部分 101 附錄一 四向度個人目標導向量表 109 附錄二 環境目標結構量表 111 附錄三 學業情緒量表 113

    一、中文部分
    王蕾雁(2010):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:國立臺灣師範大學特殊教育研究所碩士論文。
    吳幼妃(1982):父母與同儕對國中學生教育抱負影響之研究。教育學刊,4,124。
    吳明隆、葛建志(2006):國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報,21,1-18。
    吳嘉宜(2009):國中生理化科環境目標結構、個人目標導向與學習結果之相關研究:國立臺灣師範大學化學研究所碩士論文。
    吳耀明(2010):未來學校理想教育發展趨勢:以焦點訪談分析爲例之建構。臺中教育大學學報:教育類,24 (2),1-21。
    宋秋美、程炳林、周啟葶(2010):課室目標結構對個人目標導向的調節效果。教育心理學報,42 (1),99-121。
    巫博瀚、陸偉明、賴英娟(2011):性別、自我效能及所知覺的學習環境對學習情緒之影響:線性混合模式在叢集資料之應用。教育與心理研究,34 (1),29-54。
    李宸緯(2012):國中生個人目標導向在努力信念與自我調整學習策略之關係的中介效果暨能力信念的調節效果:國立成功大學教育研究所碩士論文。
    李新民、陳密桃(2009):大學生感恩學習介入方案成效分析:拓延建構理論假設的考驗。課程與教學,12(2),107-134。
    周鈞儀 (2016):臺北市國小資優生與普通生概數感能力、數學成就及性別差異比較:國立臺灣師範大學特殊教育研究所碩士論文。
    林建福(2001):教育哲學-情緒層面的特殊關照。台北:五南。
    林宴瑛(2012):從人境互動觀點探討目標結構、目標導向、情緒調整對考試情緒與應試策略之效果:條件化間接效果暨調節效果分析:臺灣師範大學心理與輔導研究所博士論文。
    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。
    林宴瑛、程炳林(2014):超越四向度:六向度目標導向模式之驗證與分析。教育心理學報,46(1),117-142。
    林宴瑛、程炳林(2014):超越四向度:六向度目標導向模式之驗證與分析。教育心理學報,46(1),117-142。
    花敬凱(譯)(2007):啟迪資優( B. Clark著:Growing up gifted)。台北:心理。(原著出版於1972)
    邱皓政(2010):量化研究與統計分析:SPSS(PASW)資料分析範例解析。臺北:五南。
    侯玫如、程炳林、于富雲(2004):國中生多重目標導向與其自我調整學習之關係。教育心理學報,35(3),221-248。
    高儷萍與劉欣惠(2009):面具後的真相-談資優生的自我發展與輔導。國小特殊教育,(47),97-106。
    張映芬、程炳林(2015):國中生自我決定動機、目標導向與動機涉入之關係。教育心理學報,46(4),541-564。
    張映芬、程炳林(2017):教師教學情緒、學生學業情緒與動機涉入之關係探究。教育心理學報,49(1),113-136。
    特殊教育法(2014):中華民國一百零三年六月十八日華總(一)義字第10300093311號令發布。
    許崇憲(2013):目標結構知覺對成就目標取向、學業表現、及學習策略的預測力:期刊文獻的後設分析研究。教育心理學報,45(1),63-82。
    許瑋芷、陳明溥(2010):數學表徵及數學自我效能對國小學生樣式推理學習成效之影響。數位學習科技期刊,2(3),42-60。
    許嘉容、吳裕益(2007):高雄市國小資優資源班學生學校壓力與學校適應之研究。特殊教育研究學刊,32(2),115-135。
    郭靜姿(2000):談資優生的特殊適應問題與輔導。資優教育季刊,75,1-6。
    郭靜姿(2014):資優生與普通生學習動機、策略應用與後設認知能力之差異比較。特殊教育研究期刊,(10),319-348
    陳美芳、林宜駿、林一真(2011):不同性別與發展階段資優生故事寫作的內容分析。特殊教育研究學刊,36(2),77-102。
    彭淑玲、程炳林(2005):四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報:教育類,50(2),69-95。
    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,4(1),39-58。
    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。
    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。
    程炳林、林清山(2002):學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-60。
    黃文玟、陳美芳(2006):普通班同儕對資優生人際知覺之研究。特殊教育研究學刊,(31),241-261。
    黃幸美(1992):父母親信念與兒童學習成就相關之探討。現代教育,7(28),137-144。
    黃毅志、陳怡靖(2005):臺灣的升學問題:教育社會學理論與研究之檢討。臺灣教育社會學研究,5(1),77-118。
    黃豐茜(2010):學業情緒歷程模式:探析情緒調整策略的效果。國立成功大學教育研究所碩士論文。
    劉玉玲(2016):國中生數學學業情緒及數學學習策略與數學學業成就之研究。課程與教學,19(2),161-192。
    歐姵君(2013):個人目標導向、學習興趣與自我調整學習策略之關係:檢驗課室目標的調節效果:國立成功大學 教育研究所碩士論文。
    蔡典謨、侯雅齡、陳麒文、蔡忠翰主編(2017):學習功能優異資優優異學生的課程調整草案。台北:教育部國民及學前教育署。
    蕭雅方(2015):國中生個人目標導向/社會目標與學業不誠實之關係:國立成功大學 教育研究所碩士論文。
    簡嘉菱、程炳林(2013):環境目標結構、自我決定動機與學業情緒之關係。教育心理學報,44(3),713-733。

    二、西文部分
    Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487.
    Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
    Ames, C., & Ames, R. (1984). Goal structure and motivation. The Elementary School Journal, 85(1),39-52.
    Ames, C., & Archer, J. (1987). Mother beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 78(4), 409-414.
    Ames, C., & Archer, J. (1988). Achievement goals in the classroom : Students' leaming strategies and motivation processes. Journal 01 Educational Psychology,80(3),260-267.
    Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes.Journal of Educational Psychology, 80(3), 260-267.
    Baker, R. S., D’Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241.
    Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical Considerations. Journal Of Personality And Social Psychology, 51 (6), 1173-1182.
    Barron, B. K., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing Multiple Goal Models. Journal of Personality & Social Psychology. 80(5), 706-722.
    Betts,G.T.,& Neihart,M.(1988).Profiles of gifted and talented. Gifted Child Quarterly, 32, 248- 252.
    Boekaerts, M. (1993). Being concerned with well- being and with learning. Educational Psychologist, 28, 149–167.
    Centry, M., Gable, R. K., & Rizza, M. G. (2002). Students’ perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 94(3), 539-544.
    Chan, D.W. (2008). Goal orientations and achievement among Chinese gifted students in Hong Kong. High Ability Studies, 19, 37–51.
    Chen, S. W., Wang, H. H., Wei, C. F. Fwu, B. J., & Hwang, K. K. (2009). Taiwanese students' self-attributions for two types of achievement goals. The Journal of Social Psychology, 149(2), 179-194.
    Cheng, R.W.(2012). Lessons from goal orientation theory: expansion of systemic theory of gifted education. High Ability Studies,23(1) ,31–33.
    Cool, V. A., & Keith, T. Z. (1991). Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology, 16, 28–44.
    Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated strategies for learning questionnaire. Learning and individual differences, 21(4), 337-346.
    Dai, D. Y., & Sternberg, R. J. (2004). Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 3–38). Mahwah, NJ: Lawrence Erlbaum.
    David, Y.D. & Kim,S. (2012). Cope and Grow: A Model of Affective Curriculum for Talent Development. alent Development & Excellence,4(2),181–199.
    Davis, H. G., & Connell, J. P. (1985). The effect of aptitude and achievement on the self-system. Gifted Child Quarterly, 29, 131–136.
    Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
    Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychology Review, 95, 256-273.
    Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
    Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
    Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3×2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
    Elliot, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
    Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The cambridge handbook of expertise and expert performance (pp. 683– 703). New York: Cambridge University Press.
    Fenollar, P., Román, S., & Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77(4), 873-891.
    Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56,218-226.
    Fredrickson, B. L. (2003). The value of positive emotions. American Scientist, 91,330-335.
    Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions-Royal Society Of London Sweies B Biological Sciences,359(1449):1367-1377.
    Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire-mathematics. Journal of Cross-Cultural Psychology, 38(3):302-309.
    George, T. B. , & Jolene, J. K. (2009).The autonomous learner model for the gifted & talented. In J. S.Renzulii, E.J.Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds), Systems & Models for developing programs for the gifted & talented(pp.49-103).United states of America USA:Creative Learing Press.
    Goetz, T., Frenzel, A. C., & Hall, N. C. (2007). Between- and within domain relations of students’ academic emotions. Journal of Educational Psychology,99(4), 715-723.
    Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children . Journal of Educational Psychology, 82, 525–538.
    Gottfried, A. E., & Gottfried, A. W. (2004). Toward the development of a conceptualization of gifted motivation, Gifted Child Quarterly, 48, 121–132.
    Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D.(1994). Gifted IQ: Early developmental aspects; The Fullerton Longitudinal Study. New York: Plenum Publishing.
    Grant, B. A., & Piechowski, M. M. (1999). Theories and the good: Toward child-centered gifted education. Gifted Child Quarterly, 43, 4–12.
    Huang, C. (2012). Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis. Journal of Educational Psychology, 104(1), 48-73.
    Kaplan, A., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19(2):141-184
    Kate, E. S., & Lisa L.G. (2013) A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement.Educational Psychologist, 48(4),209–228, 2013
    learning,and motivation contribute to academic achievement. Journal of Educational Psychology, 19,141–184.
    M.Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), A life worth living: Contributions to positive psychology (pp. 85-103). New York, NY: OxfordUniversity Press.
    Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26(3), 399-427.
    McCllelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New multiple goal models. Journal of Personality and Social Psychology, 80(5), 706-722.
    Mega, C., Ronconi, L., & Beni, R. D. (2014). What makes a good students ? How emotions, self-regulated Learning, and Motivation Contribute to Academic Achievement. Journal of Educational Psychology,106(1), 121–131.
    Midgley, c., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Education Psy chology, 26, 61-75.
    Midgley, c., Arunkumar,R., & Urdan, T. (1996). “If 1 don't do well tomorrow, there's a reason": Predictors of Adolescents' Use of Academic Self-Handicapping Strategies. Journal of Educational Psychology,88(3):423-434 
    Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
    Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
    Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). New York, NY: Springer.
    Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp.13-36). San Diego, CA: Academic Press.
    Pekrun, R., Goetz, T., Frenzel, A. C., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology 36, 36-48.
    Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Emotions in Education: A Special Issue of Educational Psychologist, 37(2), 91-105.
    Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696.
    Pintrich, P. R. (2000a). The role of goal orientation inself-regulated learning. In M., Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
    Pintrich, P. R. (2000b). Multiple goals, multuple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psycholog ,92, 544-5
    Pintrich, P. R. (2000c). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
    Predictors of adolescents' use of self-handicapping strategies. Journal 01 Educational Psychology, 88, Psychology, 103(3), 632-648.
    Robinson, N. M., Reis, S. M., Neihart, M., & Moon, S. M. (2002). Social and emotional issues facing gifted and talented students: What have we learned and what should we do now? In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 267-288). Waco, TX: Prufrock Press.
    Ruthig, J., Perry, R., Hladkyj, S., Hall, N., Pekrun, R. & Chipperfield, J. (2008). Perceived control and emotions: interactive effects on performance in achievementsettings. Social Psychology of Education, 11(2), 161-180.
    Shih, S. (2005). Role of achievement goals in children’s learning in Taiwan. The Journal of Educational Research, 98(5), 310-319.
    Stipek, D. (2002). Motivation to learn: Integrating theory and practice (4th ed.). Boston, MA: Allyn & Bacon.
    Subotinik, R. F., Olszewski-Kubilius, P., & Worrel, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54.
    Urdan, T. (2004). Predictor of academic self-handicapping and achievement: Examining achievement goals, classroom goal structure, and culture. Journal of Educational Psychology, 96(2), 251-264.
    Urdan, T. C. (1997). Achievement goal theory: Past results, future directions. In M. L. Machr and P. R. Pintrich (Eds.), Advances in Motivation and Achievement (Vol. 10, pp.99-141). Greewich, CT: JAI Press.
    Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Education Psychology Review, 13(2), 115-138.
    Vallerand, R. J., Gagn´e, R., Senecal, C., & Pelletier, L. G. (1994). A comparison of the school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172–175.
    Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston: Allyn and Bacon.
    Williams, T., & Williams, K. (2013). Modeling reciprocal determinism in PISA. In M. Prenzel, M. Kobarg, K. Schöps, & S. Rönnebeck (Eds.), Research on PISA: Research outcomes of the PISA research conference 2009 (pp. 57-70). New York, NY: Springer Netherlands.
    Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structure and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology,96(2), 236-250.

    下載圖示
    QR CODE