Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.

碩士 === 國立中正大學 === 教育學研究所 === 102 === Abstract Achievement goal theory has developed rapidly in recent years. In the beginning, it was a two-dimensional theory. Later on, it developed into a three-dimensional theory, then developed into a four-dimensional theory, and finally developed into a six-dime...

Full description

Bibliographic Details
Main Authors:	Chang Hui Ying, 張慧瑩
Other Authors:	陳玉樹
Format:	Others
Language:	zh-TW
Published:	2014
Online Access:	http://ndltd.ncl.edu.tw/handle/2hb3k5

id	ndltd-TW-102CCU00331031
record_format	oai_dc
spelling	ndltd-TW-102CCU003310312019-05-15T21:23:35Z http://ndltd.ncl.edu.tw/handle/2hb3k5 Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory. 國小教師教學工作六項度目標導向量表編製 Chang Hui Ying 張慧瑩碩士國立中正大學教育學研究所 102 Abstract Achievement goal theory has developed rapidly in recent years. In the beginning, it was a two-dimensional theory. Later on, it developed into a three-dimensional theory, then developed into a four-dimensional theory, and finally developed into a six-dimensional theory. The primary objective of this study is to construct a scale to measure the achievement goals accomplished by the elementary school teachers. Samples were chosen from a population comprising the teachers employed by 2,587 public elementary schools across Taiwan (Penghu County excluded). All cities and counties of Taiwan were divided into four districts, namely, north, central, south, and east districts, using stratified random sampling procedure. To ensure the validity of data and analysis, questionnaires were answered by different teachers in all cities and counties. Different numbers of questionnaires were chosen from four districts according to the ratio of 3:2:2:1. Then, the scale was tested based on the data shown by the questionnaires. 804 questionnaires were sent out; 706 questionnaires returned. Valid return rate was 89.05%. Data was analyzed using structural equation model (SEM) to identify the competition model and the validity criteria. According to the research results, model 1, out of all six-dimensional achievement goal models, has the least index for the competition model. Thus, the first-order six-dimensional model is an ideal tool to measure the elementary school teachers’ achievement goals, and is capable of predicting the positive correlation between creative teaching performance, self-efficacy, and six-dimensional achievement goal. In the final chapter, recommendations are presented for future researches and educators. Key words: achievement goal, goal orientation, model competing, scale testing 陳玉樹 2014 學位論文 ; thesis 42 zh-TW
collection	NDLTD
language	zh-TW
format	Others
sources	NDLTD
description	碩士 === 國立中正大學 === 教育學研究所 === 102 === Abstract Achievement goal theory has developed rapidly in recent years. In the beginning, it was a two-dimensional theory. Later on, it developed into a three-dimensional theory, then developed into a four-dimensional theory, and finally developed into a six-dimensional theory. The primary objective of this study is to construct a scale to measure the achievement goals accomplished by the elementary school teachers. Samples were chosen from a population comprising the teachers employed by 2,587 public elementary schools across Taiwan (Penghu County excluded). All cities and counties of Taiwan were divided into four districts, namely, north, central, south, and east districts, using stratified random sampling procedure. To ensure the validity of data and analysis, questionnaires were answered by different teachers in all cities and counties. Different numbers of questionnaires were chosen from four districts according to the ratio of 3:2:2:1. Then, the scale was tested based on the data shown by the questionnaires. 804 questionnaires were sent out; 706 questionnaires returned. Valid return rate was 89.05%. Data was analyzed using structural equation model (SEM) to identify the competition model and the validity criteria. According to the research results, model 1, out of all six-dimensional achievement goal models, has the least index for the competition model. Thus, the first-order six-dimensional model is an ideal tool to measure the elementary school teachers’ achievement goals, and is capable of predicting the positive correlation between creative teaching performance, self-efficacy, and six-dimensional achievement goal. In the final chapter, recommendations are presented for future researches and educators. Key words: achievement goal, goal orientation, model competing, scale testing
author2	陳玉樹
author_facet	陳玉樹 Chang Hui Ying 張慧瑩
author	Chang Hui Ying 張慧瑩
spellingShingle	Chang Hui Ying 張慧瑩 Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.
author_sort	Chang Hui Ying
title	Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.
title_short	Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.
title_full	Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.
title_fullStr	Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.
title_full_unstemmed	Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.
title_sort	later on, it developed into a three-dimensional theory, then developed into a four-dimensional theory, and finally developed into a six-dimensional theory.
publishDate	2014
url	http://ndltd.ncl.edu.tw/handle/2hb3k5
work_keys_str_mv	AT changhuiying lateronitdevelopedintoathreedimensionaltheorythendevelopedintoafourdimensionaltheoryandfinallydevelopedintoasixdimensionaltheory AT zhānghuìyíng lateronitdevelopedintoathreedimensionaltheorythendevelopedintoafourdimensionaltheoryandfinallydevelopedintoasixdimensionaltheory AT changhuiying guóxiǎojiàoshījiàoxuégōngzuòliùxiàngdùmùbiāodǎoxiàngliàngbiǎobiānzhì AT zhānghuìyíng guóxiǎojiàoshījiàoxuégōngzuòliùxiàngdùmùbiāodǎoxiàngliàngbiǎobiānzhì
_version_	1719113190694977536

Later on, it Developed into a Three-Dimensional Theory, Then Developed into a Four-Dimensional Theory, and Finally Developed into a Six-Dimensional Theory.

Similar Items