簡易檢索 / 詳目顯示

研究生: 杜麗君
Tu, Li-Chun
論文名稱: 目標設定訓練課程對不同能力水準國小學生後設認知、動機、自我調整學習與數學學業表現影響之效果研究
The influence of training program on goal-setting to metacognition, motivation, self-regulated learning and mathematical learning performance of elementary school students with the different ability levels
指導教授: 毛國楠
Mao, Kuo-Nan
學位類別: 碩士
Master
系所名稱: 教育心理與輔導學系
Department of Educational Psychology and Counseling
論文出版年: 2006
畢業學年度: 94
語文別: 中文
論文頁數: 187
中文關鍵詞: 目標設定後設認知動機自我調整學習數學學業表現
英文關鍵詞: goal-setting, metacognition, motivation, self-regulated learning, math achievement
論文種類: 學術論文
相關次數: 點閱:210下載:52
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
  • 本研究主要目的是:1.探討「目標設定訓練課程」對不同能力水準國小學生在後設認知表現上的影響;2.探討「目標設定訓練課程」對不同能力水準國小學生在動機表現上的影響;3.探討「目標設定訓練課程」對不同能力水準國小學生在自我調整學習表現上的影響;4.探討「目標設定訓練課程」對不同能力水準國小學生在數學學業表現上的影響;5.根據研究結果,提出具體建議,作為學習輔導與教師推動「目標設定訓練課程」之參考。

    本研究採「不等組前測-後測」準實驗設計,以苗栗縣某國小五年級的學生為研究對象,隨機選取兩班作為實驗組,兩班為控制組,每班30人,共計研究對象120人,其中實驗組60人、控制組60人。實驗組接受八個階段,每階段兩個單元、共十六個單元,每單元40分鐘(一節),共計十六節的實驗課程。以目標設定訓練課程、後設認知量表、動機量表、自我調整學習量表、數學期中與期末多元評量成績為研究之工具,以前後測的得分,進行三因子混合設計多變量變異數分析、三因子混合設計單變量變異數分析,主要發現如下:

    一、後設認知方面:1.實驗教學對低、中、高不同能力水準國小學生之後設認知表現差異並不顯著;2.對實驗組學生在「目標設定」、「自我監控」、「自我評價」、「自我修正」之後設認知表現有提升的效果。
    二、動機方面:實驗教學對「低能力水準」國小學生在「工作價值」、「能力信念」、「精熟目標導向」之動機表現有提升的效果。
    三、自我調整學習方面:1.對「低能力水準」國小學生在「自我效能提升」、「以負面誘因為基礎」、「情緒控制」之行動控制策略前後測表現上有交互作用;2.對於不同能力水準學生在「認知策略表現」之差異上,呈現「高能力」水準學生優於「中能力」水準學生,「中能力」水準學生優於「低能力」水準學生。
    四、數學學業表現方面:1.對於低、中、高不同能力水準學生之數學學業表現差異並不顯著2.對實驗組學生在數學學業表現有提升的效果。

    最後將研究發現,歸納成結論,並根據研究結果提出具體建議以供未來研究與教學上之參考。

    The purpose of this study were :1) to investigate the effect of the program on the metacognition performance of elementary school students with the different ability levels;2) to investigate the effect of the program on the motivation performance of elementary school students with the different ability levels;3) to investigate the effect of the program on the self-regulated learning performance of elementary school students with the different ability levels;4) to investigate the effect of the program on the math achievement of elementary school students with the different ability levels; 5)to provide suggestions for the implementation of goal setting into math curriculum in elementary school.

    The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There are totally 60 students in the experiment group and 60 students in the comparison group. The instruments utilized to examine the metacognition performance, motivation performance, self-regulated learning performance, and math achievement of elementary school students with the different ability levels were “metacognition scale”, “motivation scale”, “self-regulated learning scale”, and “math accomplishment”. The collected data were analyzed by Mixed-designed three-way MANOVA and ANOVA. The findings were presented as the following:

    1. As for metacognition, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in metacognition performance over that in comparison group.
    2. As for motivation, the training program on goal-setting had significant effects on elementary school students with the low ability level.
    3. As for action control strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the low ability level. As for cognitional strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the high ability level.
    4. As for math achievement, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in math accomplishment over that in comparison group.

    Based on the results of this study, the researcher also provided several suggestions for further development of goal-setting schooling and research.

    目 錄 中文摘要…………………………………………………………………………Ⅰ 英文摘要…………………………………………………………………………Ⅱ 目錄………………………………………………………………………………Ⅳ 附表目次…………………………………………………………………………Ⅵ 附圖目次…………………………………………………………………………Ⅸ 第一章 緒 論…………………………………………………… 1 第一節 研究動機與目的……………………………………………………1 第二節 研究問題與假設……………………………………………………5 第三節 名詞釋義……………………………………………………………6 第四節 研究範圍與限制……………………………………………………7 第二章 文獻探討…………………………………………………9 第一節 目標設定理論與工作表現…………………………………………9 第二節 後設認知理論之探討………………………………………………17 第三節 學習動機理論之探討………………………………………………26 第四節 自我調整學習理論之探討…………………………………………34 第五節 目標設定訓練課程之探討…………………………………………42 第三章 研究方法…………………………………………………50 第一節 研究架構與設計……………………………………………………50 第二節 研究對象……………………………………………………………52 第三節 研究工具……………………………………………………………53 第四節 實施過程……………………………………………………………60 第五節 資料處理與分析……………………………………………………62 第四章 研究結果…………………………………………………64 第一節 目標設定訓練課程對後設認知的影響效果………………………64 第二節 目標設定訓練課程對動機的影響效果……………………………73 第三節 目標設定訓練課程對自我調整學習歷程的影響效果……………81 第四節 目標設定訓練課程對數學學業成績的影響效果…………………99 第五章 討 論…………………………………………………107 第一節 後設認知表現之討論………………………………………………107 第二節 動機表現之討論……………………………………………………111 第三節 自我調整學習表現之討論…………………………………………113 第四節 數學學業表現之討論………………………………………………118 第六章 結論與建議………………………………………………121 第一節 結 論………………………………………………………………121 第二節 建 議………………………………………………………………125 參考文獻…………………………………………………………………………130 中文部分………………………………………………………………………130 英文部份………………………………………………………………………134 附錄………………………………………………………………………………143 附錄一 後設認知量表………………………………………………………144 附錄二 後設認知量表的因素分析與項目分析摘要表……………………146 附錄三 內在動機量表………………………………………………………147 附錄四 內在動機量表的因素分析與項目分析摘要表……………………149 附錄五 行動控制策略量表…………………………………………………150 附錄六 行動控制策略量表的因素分析與項目分析摘要表………………151 附錄七 認知策略量表………………………………………………………152 附錄八 目標設定訓練課程教學活動設計…………………………………153 附表目次 表1-1 近年國內教育領域之學位論文關於目標設定研究之一覽表………3 表2-2-1 學者對後設認知之定義………………………………………………18 表2-5-1 Frayne & Latham 設計之目標設定訓練課程 ……………………44 表2-5-2 本研究之目標設定訓練課程內容概要………………………………46 表3-1-1 本研究之研究設計……………………………………………………51 表3-2-1 實驗組與控制組人數表………………………………………………52 表3-2-2 實驗組中低、中、高能力組人數表…………………………………52 表3-2-3 控制組中低、中、高能力組人數表…………………………………52 表3-3-1 後設認知量表預試之內部一致性分析………………………………54 表3-3-2 後設認知量表之相關分析摘要表……………………………………55 表3-3-3 內在動機量表之相關分析摘要表……………………………………56 表3-3-4 行動控制量表之相關分析摘要表……………………………………57 表4-1-1 組別、能力與前後測在後設認知測驗表現上………………………64 的平均數、標準差及細格人數 表4-1-2 組別、能力與前後測在後設認知測驗表現上………………………66 的三因子混合設計多變量變異數分析摘要表 表4-1-3 組別×前後測(A×C)交互作用顯著後的單純………………………68 主要效果考驗摘要表 表4-1-4 實驗組與控制組在後設認知各分量表前測與………………………70 後測平均數差異之的事後比較結果 表4-1-5 實驗組在後設認知各分量表前後測平均數差異……………………71 之事後比較結果 表4-1-6 能力之單純主要效果考驗摘要表……………………………………71 表4-1-7 能力之平均數差異的事後比較摘要表………………………………72 表4-2-1 組別、能力與前後測在動機量表表現上的…………………………73 平均數、標準差及細格人數 表4-2-2 組別、能力與前後測在動機量表表現上的…………………………75 三因子混合設計多變量變異數分析摘要表 表4-2-3 組別、能力與前後測(A×B×C)交互作用顯著後……………………76 的單純主要效果考驗 表4-2-4 組別與前後測在能力(AC在B3)上之交互作用……………………78 顯著後的單、單純主要效果考驗 表4-2-5 實驗組與控制組低能力學生之前測平均數差異 ……………………79 (A在C1B3)的事後比較 表4-2-6 實驗組與控制組低能力學生之後測平均數差異 ……………………80 (A在C2B3)的事後比較 表4-2-7 實驗組低能力學生之前後測平均數差異……………………………81 (C在A1B3)的事後比較 表4-3-1 組別、能力與前後測在行動控制策略量表…………………………82 表現上的平均數、標準差及細格人數 表4-3-2 組別、能力與前後測在行動控制策略量表…………………………84 表現上的三因子混合設計多變量變異數分析摘要表 表4-3-3 組別、能力與前後測(A×B×C)交互作用顯 ………………………85 著後的單純主要效果考驗 表4-3-4 組別與前後測在能力(AC在B3)上之交互作用 …………………87 顯著後的單、單純主要效果考驗 表4-3-5 實驗組低能力學生之行動控制策略前後測…………………………88 (C在A1B3)平均數差異的事後比較 表4-3-6 組別、能力與前後測在認知策略量表上的…………………………89 平均數、標準差及細格人數 表4-3-7 組別、能力與前後測在認知策略量表表現上………………………90 的三因子混合設計多變量變異數分析摘要表 表4-3-8 組別、能力與前後測(A×B×C)交互作用顯著後 …………………91 的單純主要效果考驗 表4-3-9 組別與能力在認知策略量表前後測(AB在C2) …………………92 上之交互作用顯著後單、單純的主要效果考驗 表4-3-10 實驗組與控制組之高能力水準學生在認知策略量表 ……………92 前後測(AC在B1)上之交互作用顯著後的單、單純主要效果考驗 表4-3-11 實驗組與控制組之中能力水準學生在認知策略量表 ……………93 前後測(AC在B2)上之交互作用顯著後的單、單純主要效果考驗 表4-3-12 實驗組與控制組之低能力水準學生在認知策略量表 ……………93 前後測(AC在B3)上之交互作用顯著後的單、單純主要效果考驗 表4-3-13 實驗組之能力與前後測(BC在A1)交互作用顯著………………94 後的單、單純主要效果考驗 表4-3-14 實驗組與控制組之三種能力學生在認知策略後測 ………………95 平均數差異的事後比較 表4-3-15 實驗組三種能力學生在認知策略前後測平均數差異 ……………96 的事後比較 表4-3-16 實驗組低、中、高能力學生之認知策略前測平均數…………… 97 差異的事後比較 表4-3-17 實驗組低、中、高能力學生之認知策略後測平均數…………… 97 差異的事後比較 表4-3-18 實驗組三種能力學生分別在前測、後測平均數差異…………… 98 的單、單純主要效果考驗之效果量摘要表 表4-3-19 控制組低、中、高能力水準學生之後測………………………… 98 (B在A2C2)的事後比較 表4-3-20 實驗組三種能力學生與控制組三種能力學生…………………… 98 分別在後測平均數差異的單、單純主要效果考驗效果量摘要表 表4-4-1 組別、能力與前後測在數學學業表現上的平均數 ……………… 99 、標準差及細格人數 表4-4-2 組別、能力與前後測在數學學業表現上的三因子 ………………101 混合設計多變量變異數分析摘要表 表4-4-3 組別×前後測(A×C)交互作用顯著後的單純主要效果考驗 ……102 表4-4-5 各組數學學業表現之前後測平均數差異的事後比較 ……………102 表4-4-6 實驗組前後測(C在A1)與控制組前後測(C在A2) …………103 的單純主要效果考驗效果量摘要表 表4-4-7 能力×前後測(B×C)交互作用顯著後的單純主要效果考驗 ……103 表4-4-8 低、中、高能力學生之前測(B在C1)平均數差異的 …………104 事後比較 表4-4-9 低、中、高能力學生之後測(B在C2)平均數差異的 …………104 事後比較 表4-4-10 三種能力水準學生數學學業表現之前後測平均數差異…………105 的事後比較 表4-4-11 前後測在能力的單純主要效果考驗效果量摘要表………………105 附圖目次 圖2-1-1 高表現循環模式………………………………………………………14 圖2-1-2 目標難度與工作表現之關係…………………………………………16 圖2-2-1 Flavell的後設認知模式 ……………………………………………20 圖2-2-2 Brown的後設認知模式 ………………………………………………23 圖2-3-1 指定目標、自我效能、自定目標與工作表現之關係 ………………33 圖3-1-1 研究架構圖 ……………………………………………………………50 圖3-5-1 研究實施流程圖 ………………………………………………………60

    中文部分
    王明傑(2004)。國小學生自我調整學習模式之驗證暨應用性向與事件評量融入社會領域之自我調整閱讀理解教學效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
    毛國楠(1995)。比較合作學習、努力分數回饋及常模參照對國中生學習數學科的目標導向、自我調節策略與學業成就之影響。行政院國家科學委員會專題研究計畫成果報告。NSC84-2413-H-003-008。
    毛國楠 (1997)。成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度與學業成就之影響。國立臺灣師範大學教育心理學報,29,頁117-136。
    毛國楠、程炳林(1993)。目標層次與目標導向對大學生自我調整學習歷程之影響。國立臺灣師範大學教育心理學報,26,頁85-106。
    方德隆(1999)。班級社會體系。載於陳奎熹主編,現代教育社會學。台北:師大書苑。
    李麗香(2004)。國小教師創意教學與學生自我概念學習動機學習策略及學習成效之相關研究。國立高雄師範大學教育學系碩士論文,未出版,高雄。
    邱上真(1991)。學習策略教學的理論與實際。特殊教育復健學報,1,頁1-49。
    吳知賢(1990)。學習動機的研究--成就動機、制握信念、學得無助、歸因理論的文獻探討。初等教育學報,3,頁277-326。
    吳淑珠(1998)。國小學童自我概念、數學學習動機與數學成就的關係。國立屏東師範學院國民教育研究所碩士論文,未出版,高雄。
    吳婉如 (1992)。台灣地區長青學苑教師教學型態與學員學習滿意度之研究。國立師範大學社會教育研究所碩士論文,未出版,高雄。
    吳國業(2002)。主題統整課程對國小學童自然科學習動機之影響。國立臺中師範學院自然科學教育學系碩士論文,未出版,臺中市。
    林心茹譯(2000)。培養反思力。譯自Paris, S. G. & Ayres, R. L.著, Becoming reflective students and teachers. 台北:遠流。
    林奕宏(2000)。「多元智能與問題解決整合型教學模式」對國小學生數學學習表現之影響。國立台灣師範大學教育心理與輔導研究所碩士論文,未出版,台北。
    林清山(1992)。心理與教育統計學。臺北:東華書局。
    林清山、張春興(1988)。教育心理學。台北市:台灣東華書局股份有限公司。
    林清山 張景媛(1993):國中生後設認知、動機信念與數學學習之關係暨代數
    應用題教學策略效果之評估。國立台灣師範大學教育心理與輔導學系教學心
    理學報,26期,頁115-137。
    林桑瑜(2002)。高中生自我調整學習策略之研究。國立成功大學教育研究所碩士論文,未出版,台南。
    林進材(1999)。國小專家教師與新手教師教學理論建構之研究。國民教育研究集刊,5,頁185-218。
    林蓉敏(2004)。書談閱讀教學法對國小五年級學童閱讀動機、閱讀態度與閱讀行為影響。國立高雄師範大學教育學系碩士論文,未出版,高雄市。
    林蕙蓉(1995)。國小學童後設認知策略教學對國語科閱讀理解效能之研究。國立台南師院學報,28期,頁271~312。
    林雅萍(2002)。語文領域協同教學之型態研究--以高雄縣實施為例。屏東師範學院國民教育研究所碩士論文,未出版,屏東。
    林瓊瑤(2001)英語科學習動機調整訓練團體對高中生自我效能、學習動機及課業成就之影響。彰化師範大學輔導與諮商系碩士論文,未出版,彰化。
    易東平譯(2002)。有效教學方法。南京:江蘇教育出版社。
    邱志賢(2003)。教室情境中自我調整學習模式的驗證暨影響國小五年級學生數學科之自我調整學習的教室情境因素探討。國立台灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
    涂志賢(1998)。相互教學法對國小六年級學童國語科閱讀理解、後設認知、自我效能影響之研究。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮。
    涂金堂(1995)。國小學生後設認知、數學焦慮與數學解題表現之相關研究。國立高雄師範大學教育學系碩士論文,未出版,高雄。
    胡永崇(1995)。後設認知策略對國小閱讀障礙學童閱讀理解成效之研究。國立彰化師範大學特殊教育研究所博士論文,未出版,彰化。
    陳玉玲(1995)。目標設定、目標投入與自我效能對國小學生數學作業表現的影響。國立高雄師範大學教育研究所碩士論文,未出版,高雄。
    孫婉菁(2003)。攻擊傾向與遊戲情境對國小兒童攻擊行為之影響。國立台灣師範大學教育心理與輔導學系碩士論文,未出版,台北市。
    張景媛(1990)。回饋方式、目標設定與後設認知對國小學生數學作業表現及測試焦慮之影響。國立臺灣師範大學教育心理學報, 23,頁189-206。
    張景媛(1992):自我調整、動機信念、選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,25,201-243。
    張春興(1995)。教育心理學。台北:東華書局。
    張紹勳、林秀娟(2005)。SPSS多變量統計分析。台中:滄海書局。
    陸怡琮、曾慧禎(2004)不同寫作能力的國小六年級學童在寫作歷程中的後設認知行為之比較。國立臺北師範學院學報,17(2),187-212。
    張獻中(1999)。後設認知策略在國小五年級社會科教學上應用之研究。國立台南師範學院國民教育研究所碩士論文,未出版,臺南。
    郭美如(1999)後設認知的教學成效及其相關變數之分析 : 以小六及國一數學。資優生為對象。國立台灣師範大學碩士論文,未出版,台北。
    郭靜芳(1997)。國小資優生後設認知與推理思考能力相關之研究。國立嘉義師範學院國民教育研究所碩士論文,未出版,嘉義。
    程炳林(1991)。國民中小學生激勵的學習策略之相關研究。國立政治大學教育研究所碩士論文,未出版,台北市。
    程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文,未出版,台北市。
    程炳林(2001)。動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報:教育類,46(1),頁67-92。
    程炳林(2002):大學生學習工作、動機問題與自我調整學習策略之關係。教
    育心理學報,33 卷,2 期,頁79-102。
    程炳林、林清山(2001)。中學生自我調整學習量表之建構及其信、效度研究。測驗年刊,48輯,1期,頁1-41。
    裘友善(1987)。目標難度對工作表現的關係。國立台灣師範大學教育研究所博 士論文,未出版,台北。
    葉和滿(2002)。不同入學管道的高中學生的學習動機、學習策略與學業成就之
    研究。國立彰化師範大學大教育研究所碩士論文,未出版,彰化。
    董奇、周勇(1994)。論學生學習的自我監控。北京師大學報(社科版),1,1。
    曾心怡(1999)。性別、班級組成型式、師生互動與學習動機-以高三自然組物
    理科為例。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮。
    曾陳密桃 (1990)。國民中小學生的後設認知及其與閱讀理解之相關研究。國立政治大學教育研究所博士論文,未出版,台北市。
    楊文玲(1989)。目標設定、成就動機、自我效能與工作表現的關係。國立政治大
    學教育研究所碩士論文,未出版,台北市。
    楊宗仁(1991)。後設認知的源起及其理論。資優教育季刊,38,16-25。
    楊明家(1997)。國小六年級不同解題能力學生在數學解題歷程後設認知行為之比較。國立屏東師範學院國民教育研究所碩士論文,未出版,屏東。
    黃鈺雯(2003)。嘉義地區國小高年級教師教學態度、師生互動與學生學習動機之關係研究。國立嘉義大學國民教育研究所碩士論文,未出版,嘉義。
    黃智淵(2003)。相互教學法對國小五年級學童閱讀歷程中自我調整學習與閱讀理解之影響。屏東師範學院教育心理與輔導學系碩士論文,未出版,屏東。
    黃瓊儀(1996)。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響。國立嘉義師範學院國民教育研究所碩士論文,未出版,嘉義。
    廖佳仁(1998)。國民小學自然科不同評量程序對五年級學生學習動機與策略之影響。國立台北師範學院國民教育研究所碩士論文,未出版,台北市。
    賴坤弘(2002)。多元智能融入模式教學對國語低成就學童學習方式、學習成就與學習動機之探討。國立臺南師範學院國民教育研究所碩士論文,未出版,臺南。
    蔡淑薇 (2003)。高中職學生學習風格、自我調整學習與學業成就之關係。彰化師範大學碩士論文,未出版,彰化。
    劉武朝(1993)。目標特性及其內涵意義之探討。私立輔仁大學應用心理研究所碩士論文,未出版,台北。
    翰林出版公司(2005)。國民小學國語第十一冊。台南市:翰林出版公司。
    鄭宇樑(1997)。後設認知越讀教學對國小學生科學文章閱讀理解、閱讀態度及後設認知能力影響之研究。國立台南師範學院國民教育研究所碩士論文,未出版,臺南。
    鍾雅婷(2000)。學習策略教學對國小六年級學童閱讀理解成效之研究。屏東師範學院國民教育研究所碩士論文,未出版,屏東。
    盧青延 (1992)。我國國民中學補習學校學生學習動機、學習策略與學業成就關係之研究。國立台灣師範大學社會教育研究所碩士論文,未出版,台北。
    龐維國(2003)。自主學習。上海:華東師範大學出版社。

    英文部分
    Anderson,D.C.,Crowell,C.R.,Doman,M.,&Howard,G.S.(1998).Performance
    posting,goal setting,and activity-contingent praise as applied to a university hockey team .Journals of Applied Psychology,73(1),87-95.
    Atkinson, J. W. (1958). Towards experimental analysis of human motivation
    in terms of motives, expectancies,and incentives. In J. W. Atkinson
    (Ed.), Motives in fantasy, action and society Princeton, NJ: Van Nostrand.
    Bandura,A.(1977).Self-efficacy: Toward a unifying theory of behavior
    change.Psychological Review, 84 (2), 191-215.
    Bandura, A. (1986). Social foundations of thought and action: a social
    cognitive theory. Englewood Cliffs, NJ : Prentice Hall.
    Bandura, A., & Schunk, D. H.(1981). Cultivating competence,
    self -efficancy, and intrinsic interest through proximal self- motivation. Journal of Personality and Social Psychology, 41,586-589.
    Borich G. D.(1996). Effective teaching methods.N.J.: Merrill.
    Borkowski, J. G., Carr, M., Rellinger, E. & Pressley, M.(1990). Self-regulated cognition: Interdependence of metacognition, attribution, and self-esteem. In B. F. Jones & L. Idol(Eds.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Erlbaum.
    Brown, A. L. (1978). Knowing when,where and how to remember: A problem of metacognition. In R. Glaser(Ed.)Advances in instructional Psychology. Hillsdale,NJ:Erlbaum.
    Brown, A. L. (1980). M~tacognitive development and reading. In R.J.Spiro,
    B.C.Bruce,&W.F.Brewer (Eds.),Theoretical issues in reading comprehension. Hillsdale,N.J.: Erlbaum.
    Brown, A. L. (1987). Metacognition, executive control,self-regulation and other more mysterious mechanisms. In F.E. Weiner & R. H. Kluwe (Eds.), Metaconnition,Motivation,and Understanding. Hillsdale, N.J.: Erlbaum.
    Byran, J. F. & Locke, E. A. (1967). Goal setting as a means of
    increasing motivation. Journal of Applied Psychology, 51(3), 274-277.
    Chang, Ching-Yi (2004).The Effects of Language Learning Motivation on the Use o f Language Learning Strategies among EFL Learners at Technological Universities and Colleges in Taiwan; Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 65 (2): 439-40.
    Cohen(1988). Statistical power analysis for the behavior sciences(2nd ed.). Hillsdale, NJ:Erlbaum.
    Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman & DH, Schunk (Eds.),Self-regulated and academic achievement: Theory, Research, and practice.(pp.191-225).Lawrence Erlbaum Association, Inc.
    Corno, L. (2001). Self-regulated learning: A volitional analysis. In B.J. Zimmerman & DH, Schunk (Eds.), Self-regulated and academic achievement: Theory, Research, and practice.(pp.191-225).Lawrence Erlbaum Association, Inc.
    Cross, D. R., & Paris, S. G.(1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology,80(2),131-142.
    Deci, E. L., & Ryan, R. M.(1996). Need satisfaction and self-regulation of learning. Learning & Individual Difference, Vol.8, Issue 3, pp.165-183.
    Ellis, E. S. et al.(1991). An instructional model for teaching learning strategies. Focus on Exceptional Children.
    Erez, M﹒, Earley, P. C. & Hulin, C﹒L.(1985). The impact of participation
    on goal acceptance and performance: A two-step model.Academy of
    Management Journal, 28(1),50-66﹒
    Erez, M﹒, & Zidon, I.(1984). Effect of goal-acceptance on the
    relationship of goal difficulty to performance, Journal of Applied
    Psychology, 69(1), 69-78﹒
    Flavell, J. H. (1976). Metacognition aspects of problem-solving.In L. B. Resnick (Eds.), The nature of intelligence. Hillsdale, NJ: Erlbaum.
    Flavell, J. H., & Wellman, H. (1977). Metamemory. In R. Kail & i. Haren(Eds.),Perspectives on the development of memory and cognition. Hillsdale, NJ: Lawrence Erlbaum Associates.
    Flavell , J. H. (1979). Metacognition and cognitive monitoring: A new
    area of cognitive developmental inquiry . American Psychologist, 34 , 906 – 911.
    Flavell, J. H. (1981); Cognitive monitoring. In W. P. Dickson(Eds.), Children's oral communication skills (pp. 35-60). N. J.: Academic Press.
    Flavell, J. H. (1985). Cognitive Development. Englewood C cliffs, N. J.: Prentice-Hall.
    Flavell, j. H. (1987). Speculation about the nature and development of metacognition. In F. E. Weiner & R. H. Kluwe(Eds.), Metacognition, motivation, and understanding. Hillsdale, NJ: Erlbaum.
    Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition
    in the classroom: The role of self-schemas and self-regulatory
    strategies. In D. H. Schunk, & B. J. Zimmerman(Eds.), Self-regulation
    of learning and performance: Issues and educational implications(pp.
    127-153). Hilldale, NJ :Lawrence Erlbaum.
    Gardner, R.C. & Tremblay, P.F..(1994).On motivation, research agendas, and theoretical frameworks. Modern Language Journal, Vol. 78, Issue 3, pp359-358.
    Hardre P. L. & Reeve J.(2003). A Motivational Model of Rural Students’ Intentions to Persist in, Versus Drop Out of, High School. Journal of Educational Psychology,95,2,347-356.
    Huber, V. L.(1985). Effects of Task Difficulty, Goal Setting, and Strategy
    On Performance of a Heuristic Task, Journal of Applied Psychology,
    70(3),492-504.
    Hwang, Y. S.,&Gorrel, J.(2001). Young Children’s Awareness Of
    Self-Regulated Learning(SRL).(ERIC Document Reproduction Service No.ED 451 942)
    Ivancevich, J. M.(1977). Different goal setting treatments
    and their effects on performance and job satisfaction. Academy
    of Management Journal, 20 (3), 406-419﹒
    lvancevich, J. M﹒,& McMahon, J. T. (1977).Black-white differeces in a
    goal-setting program. Organizational Behavior and Human
    Performance,20 (2), 287-300﹒
    KatzelI, R. A﹒,& Thompson, D. E. (1990). Work motivation theory and
    practice. American Psychologist,45 (2),144-153﹒
    Klein, H. 5.(1991). Further evidence on the relationship between
    goal setting and expectancy theories. Organizational Behavior and
    Human Performance,49 (2),230-257﹒
    Kloosterman, P.(1988).Self-confidence and motivation in mathematics.
    Journal of Educational Psychology,80 (3),345-351.
    Kuhl, J. (1984). Volitional aspects of achievement motivation and learned
    helplessness: Toward a comprehensive theory of action control. In B. A. Maher (Ed.),Progress in Experimental Personality Research (Vol. 13,pp.99-171).NY: Academic Press.
    Kuhl, J.(1985).Volition Mediators of Cognition-behavior Consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl, & J. Beckman (Eds). Action: from cognition to behavior(pp.101-128).NY: Spring- Verlag.
    Kuzniewski, F., Sanders, M., Smith, G. S., Swanson, S. & Urich, C. (1998). Using Multiple Intelligences to Increase Reading Comprehension in English and Math. MA Action Research Project, Saint Xavier University and IRI/Skylight. ERIC Document Reproduction Service. No. ED 420839.
    Lan, W. Y. (1996). The effects of self-monitoring on student’course
    Performance, use of learning strategies , attitude, self-judgment ability, and knowlwdge representation. Journal of Experiment Education, Vol. 64, Issue 2, pp.101-115.
    Latham, G. P﹒, & Yukl, G. A.(1975).Assigned versus participative goal
    setting with educated and uneducated woods workers. Journal of
    Applied Psychology, 60(3), 299-302﹒
    Latham, G. P﹒, & Saari(1979). The effects of holding goal difficulty
    constant on assigned and participatively set goals. Academy of
    Management Journal, 22(1), 163-168﹒
    Latham, G. P﹒, & Steele, T. P. (1983). The motivational effects of
    participation vs. goal setting on performance. Academy of
    Management Journal,26(3),406-417,
    Latham, G. P﹒,ErezI M﹒, & Locke, E. A. (1988). Resolving scientific
    disputes by the joint design of crucial experiments by the
    antagonists: Application to the fret-Latham dispute regarding
    participation in goal setting. Journal of Applied
    Psychology, 73(4),753-772﹒
    Latham,G.P.& Fryne,C.A.(1989). Increasing job attendance through
    training in self-management: A review of two studies. Journal of Applied Psychology,74, 411-416.
    Latham, G.P.& Locke, E.A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50, 212-247.
    Locke, E.A., & Bryan, J. F.(1967). Goal-setting as a determinant of the effect of knowledge of score on performance. American Journal of Psychology, 81,398-406.
    Locke,E.A.(1968).Toward a theory of task motivation and incentives. Organization Behavior and Human Performance,3,157-189.
    Locke, E. A., Feren, D. B., McCaleb, V. M., Shaw, K. N. & Denny, A. T.
    (1980). The relative effectiveness of four methods of motivating
    employee performance. In K.D. Duncan, MM. Gruneburg & D. Wallis (Eds.),Changes in Working Life. New York: Wiley.
    Locke, E. A., Shaw, K. N., Sarri, L. M., & Latham, G. P. (1981). Goal setting and task performance. Psychological Bulletin, 90, 125-152.
    Locke, E. A., & Latham, G. P.(1984). Goal setting:A motivational technique that works. Englewood Cliffs,NJ: Prentice-Hall.
    Locke,E.A&.Latham,G.P.(1990a).A theory of goal setting and task performance. Englewood Cliffs, NJ: prentice-Hall.
    Locke, E. A., & Latham, G. P. (1990b). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1(4), 240-246.
    Locke, E. A., & Latham, G. P.(2002). Building a practically useful theory
    of goal setting and task motivation: A 35 year Odyssey. American
    Psychologist, 57(9),705-717.
    Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of
    self-efficacy expectations to academic achievement and persistence.
    Journal of Counseling Psychology, 31, 356-362.
    Lent, R. W., Lopez, F.G.,& Bieschke, K. J. (1991). Mathematics
    self-efficacy: sources and relation to science-based career
    choice. Journal of Educational Psycho1ogy, 38(4), 424-430﹒
    Lenz, B. K.(1992). Self-managed learning strategy systems for children and youth. School Psychology review,Vol.21, Issue2, pp.211-228.
    Litwin, G. H﹒, & Stringer, R. A. (1968). Motivation and Organization
    Climate. Boston: Division of Research, Graduate School of Business,
    Harvard University.
    Mace.,F.C.,Belfiore P.J., & Hutchinson J.M.(2001).Operant Theory and Research On Self-Regulation. In B.J.Zimmerman & D.H.Schunk(Eds.),
    self-Regulated Learning and Academic Achievement Theortical
    perspectives(pp.39-65).NJ: Lawrence Erlbaum Associates.
    Markus, R. E., & Wurf, E. (1987). The dynamic self-concept: A social
    psychological perspective. Annual Review of Psychology, 38, 299-337.
    McClelland, D. C., Atkinson, J.W., Clark, R. A., &Lowell, E.L. (1953).
    The achievement motive. New York: Appletion.
    McCombs, B.L.(1989). Self-regulated learning and academic achievement:
    A phenomenological view. In B. J. Zimmerman & Schunk D. H. (Eds.),
    Self- regulated learning and academic achievement: Theory, research,
    and practice (pp.170-200). NY: Springer-Verlag.
    Mizelle, N. B. (1993). Middle grade students' motivational process and use of strategies with expository text. Paper presented at the annual meeting of the American Educational Research Association. Atlanta, GA. (ERIC DocumentReproduction Service No. ED 360728)
    Nelson, T. O. (1996).Consciousness and metacognition . American Psychologist ,51, 102-116
    Newman, R. S. (1990). Children’s help-seeking in the classroom: The role
    of motivational factors and attitudes. Journal of Educational
    Psychology, 82(1), 71-80.
    Ormrod, J. E. (2003). Educational psychology: Developing learners. Upper Saddle River. NJ: Prentice-Hall.
    Piaget, J.(1976).The Grasp of Conciousness: Action and Concept in
    the Young Child. Cambridge, MA: Harvard University.
    Pieron, M. (1994). Sport pedagogy :Highlights on research teaching,research on teacher preparation. Liege: A.I.E.S. E.P.
    Pintrich, P. R., Smith, D. A., & Mckeachie, W. J. (1989). A manual for
    the use of the motivated strategies for learning questionnaire (MSLQ). Mich: National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL), School of Education. The University Michigan.
    Pintrich, P. R. (1987). Motivation and learning strategies in the college
    classroom. Paper presented at the American Educational Research Association Convention. Washington, DC.
    Pintrich, P. R. & De Groot, E.V. (1990). Motivational and self-regulated
    learning components of classroom academic performance. Journal of
    Educational Psychology, 82(1), 33-40.
    Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
    Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-
    regulation in the college. In M. L. Maehr, & P. R. Pintrich (Eds),
    Advanced in motivation and achievement: Goals and self-regulatory
    Processes. Vol.7, pp. 371-402. Greenwich, CT: JAI Press.
    Pokay, P., & Blumenfled, 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(1), 41-50.
    Pressley, G. M., Woloshyn, V.,Burkell, J., Cariglia-Bull,T., Lysynchuk, L., McGoldrick, J. A., Schneider, B., Snyder, B. L.,&Symons,
    S. (1995). Cognivive Strategy Instruction that Really Improves Children's Academic Performace(2nd ed.). Cambridge, MA: Brookline Books.
    Reid, R.(1996).Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, Vol. 29, Issue 3, pp.317-331.
    Sawyer, R., Graham, S., & Harris, K .(1992) .Direct teaching, strategy instruction, and strategy instruction with explicit self- regulation: Effects on the composition skills and self-efficacy of students
    with learning disabilities .Journal of Educational Psychology, 84,.352-340
    Shalley, C. E.(1991). Effects of productivity goal,creativity goals, and personal discretion on individual creativity. Journal of Applied Psychology,76(2),179-185.
    Schunk, D. H. (1985). Self-efficacy and school learning. Psychology in the schools, 22, 208-223.
    Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development:
    Influence of task strategies and attributions. Journal of
    Educational Research, 79( 4), 238-245.
    Schunk, D. H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82(1), 3-6.
    Schunk, D. H. (1991). Self-efficacy and Academic motivation. Educational
    Psychology, 26(3 & 4), 207-231.
    Schunk, D. H. (1996). Learning theories: An educational perspective. NJ: Prentice-Hall.
    Schunk, D. H.,& Zimmerman, B. J.(Eds.).(1994). Self-regulation
    of Learning and Performace: Issues and Educational Applications. Hillsdale,NJ:Erlbaum.
    Schunk, D. H.,& Zimmerman, B. J.(1996). Modeling and self-efficacy
    influences on children’s development of selfregulation. In Wentzel, K., & Juvonen Ceci, J. (Eds.), Social Motivation: Understanding Children’s School Adjustment(pp. 154-180). New York: Cambridge University Press.
    Seligman, M. E. P. & Maier,S.F.(1967).Failure to escape traumatic shock.
    Journal of Experiment Psychology,74,1-9.
    Silven ,M.(1992).The role of metacognition in reading instruction. Journal of Educational Research,36(3),211-221.
    Trawick (1988). Relationships among cognitive-motivational processes and
    academic performance in community college students with a history of academic failure. Paper presented at annual meeting of the American Educational Research Association, New Orleans, LA.
    Wellman , H. M.(1983). Metamemory revisited. In M. T. H. Chi(Ed.),Trends
    in memory development research(pp.31-51). Basel, Switzerland:Karger.
    Wellman ,H. M.(1985). The origins of metacognition . In D. L.
    Forrest-Pressley , G. E. Mackinnon , & T. G. Waller(Eds.), Metacognition ,cognition , and human performance(vol.1,pp.1-31). Orlando , Florida:Academic Press , Inc.
    Weiner,B.(1985). An attributional theory of motivation and emotion. New
    York: Spring-Verlag.
    Weiner,B.(1992). Attributional theories of motivation:persons as Human
    Motivation:Metaphors,theories and research,California. NP:SAGE. scientists.
    Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-188.
    Wigfield, A.., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.Learning & Individual Differences, 11(3), 281-301.
    Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
    Yussen , S. R.(1985).The role of metacognition in contemporary theories ofcognitive development . In D.L. Forrest-Pressley , G. E. Mackinnon, & T.G.Waller(Eds.),Metacognition , cognition , and human performance(Vol.1 ,pp.253-283). Orlando, Florida:Academic Press , Inc.
    Vygotsky, L. S. (1987). Mind in society: The development of higher
    psychological processes. Cambridge, MA: Harvard University Press.
    Zimmernan, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses. Contemporary Educational Psychology, 11, pp.307--313.
    Zimmerman, B. J. & Martinez-Pons M. (1986). Development of a structured
    interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
    Zimmerman, B.J. (1989a). A social cognitive view of serf-regulated academic learning. Journal of Educational Psychology, 81, pp.329--339.
    Zimmerman, B. J.(1989b). Models of self-rgulated learning and academic
    achievement. In B. J., Zimmerman & D. H., Schunk (Eds.), Theory, research. And practice (pp.1-25). New York: Spring-Verlag.
    Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), pp.3--17.
    Zimmerman, B. J. & Martinez-Pons M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.Journal of Educational Psychology, 82(1), 51-59.
    Zimmerman, B. J. (1994). Dimensions of academic self- regulation: A
    conceptual framework for education. In D. H.,Schunk & B. J., Zimmerman(Eds.), Self-regulation of learning and performance(pp. 3-24). Hillsdale, NJ: Lawrence Erlbaum.
    Zimmerman, B. J. (1996). Enhancing student academic and health
    functioning: A self-regulatory perspective. School Psychology
    Quarterly, 11(1), 47-66.
    Zimmerman,B.J.,& Kitsantas, A. (1997). Developmental phases in self regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, pp.29---36.
    Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2/3 ), pp. 73--86.
    Zimmerman, B. J.(2000). Attaining self-regulation: A social cognitive perspective.In M. Boekaerts & P. R. Pintrich(Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
    Zimmerman, B. J. (2001). Theories of self-regulated learning and academic
    achievement: an overview and analysis .In Zimmerman, B. J., & Schunk, D. H. (2001), Self-regulated learning and academic achievement (2nd ed)(pp. 1-37). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
    Zimmerman, B.J. (2002) .Become a self-regulated learner: An overview. Theory into Practice, V. 41, 2, pp.64--70.

    QR CODE