The Relationships among Action/State Orientation, Goal Orientations, and Motivational Regulation Strategies of Junior High School Students

• Main Authors: chinling su, 蘇嘉鈴
• Other Authors: Biing-lin Cherng
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/06345018587684464464

碩士 === 國立成功大學 === 教育研究所 === 92 === 　　The purposes of this study were to: (a) construct a Junior High School Students Motivational Regulation Strategies Scale based on the previous researches of motivational regulation strategies and volition control strategies. The psychometric properties were then investigated, (b) investigate motivational regulation strategies of junior high school students toward Mathematics learning, (c) assess the model fit between empirically observed data and motivational regulation strategies model proposed by the author, and (d) examine the relation between students’ action/state orientation, goal orientations and motivational regulation strategies to analyze the mediating effects of goal orientations between action/state orientation and motivational regulation strategies. The participants were 1229 students from 19 junior high schools and 39 classes in Taiwan. The instruments used in this study included Junior High School Students Motivational Regulation Strategies Scale, Goal Orientation Scale and Action Orientation Scale. The statistical methods used to analyze the data were structural equation modeling (SEM), one-way MANOVA, one-way repeated measures ANOVA and hierarchical regression analysis. 　　The results of this study were summarized as following: (a) the theoretical model fitted the data well, either overall or internal structure model fit criteria, (b) junior high school students differed in six types of motivational regulation strategies: emotions control strategies, extrinsic motivation control strategies, environment control strategies, intrinsic motivation control strategies, behavior control strategies, and volition control strategies, (c) action/state orientation could positively predict junior high school student’s six types of motivational regulation strategies. Moreover, action/state orientation could positively predict six types of motivational regulation strategies; and (d) students’ action/state orientation and motivational regulation strategies were mediated through goal orientations. Moreover, approach-mastery goal, avoidance-mastery goal and approach-performance goal mediated the effects of action/state orientation on intrinsic motivation control strategies, four goals mediated the effects of action/state orientation on extrinsic motivation control strategies, the relation between action/state orientation and emotions control strategies was mediated through approach-mastery goal, avoidance-mastery goal and avoidance- performance goal, approach-mastery goal, avoidance-mastery goal and avoidance- performance goal mediated the effects of action/state orientation on volition control strategies, approach-mastery goal and avoidance-mastery goal mediated the effects of action/state orientation on behavior control strategies and the relation between action/state orientation and environment control strategies was mediated through approach-mastery goal and avoidance-mastery goal. 　　Based on the findings in this research, suggestions for junior high school implications, educational guidance and further studies were proposed.