| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士班 === 102 === A study of motivation regulation, self- handicapping, and academic help-seeking behaviors of fifth and sixth graders in Taichung City
Adviser : Yiu, Tzu-Ta
Graduate student : Yeh, Wei-Hua
Abstract
The purposes of this study were to investigate the current situation of motivation regulation, self-handicapping and academic help-seeking behaviors of fifth- and sixth- graders in Taichung City, to analyze the differences of help-seeking behavior, motivation regulation and self-handicapping behavior under different background variables, and to explore the relationship and predictive power among the three sets of variables. Six hundreds and forty-one fifth- and sixth-graders from 28 classes of 14 elementary schools in Taichung city participated in the study.
This study involved a survey, comprised of one set of questionnaire concerning fifth and sixth graders’ academic help-seeking behavior, motivation regulation and self-handicapping behaviors. Quantitative analyses of the questionnaire were conducted through factor analysis, reliability analysis, descriptive statistics, mean and standard deviation, t-test, one-way ANOVA, Scheffé method, Pearson product- moment correlation, and stepwise multiple regression in order to explore the direction and relationship between the three sets of variables.
The main findings of this study were as follows:
(1) The fifth and sixth graders have a tendency towards integrated and identified regulations.
(2)Students’ learning strategies are not significantly associated with self-handicapping behavior.
(3)When fifth and sixth graders encounter academic difficulties, they tend to seek help from friends and books rather than be reluctant to seek help.
(4) There are no significant differences between fifth and sixth graders in their motivation regulation, self-handicapping and academic help-seeking behaviors.
(5)There are significant differences between male and female students in several aspects of academic help-seeking behaviors including seeking help from other people and being reluctant to seek help. Gender differences are also found in their self-handicapping behaviors. However, there is no gender difference in students’ motivation regulation.
(6) There are some significant differences in students’ self-handicapping behavior and reluctance to seek help among school areas. However, there are no differences in students’ motivation regulation among students in different school areas.
(7)Students’ academic help-seeking behavior and motivation regulation are positively correlated with one another. Reluctance to seek help is negatively related to motivation regulation.
(8) Students’ academic help-seeking behavior was negatively associated with self-handicapping behavior; yet, reluctance to seek help and self-handicapping behavior are significantly related.
(9) The academic help-seeking behavior of fifth and sixth graders can be explained better by identified regulation than other motivation regulations and self-handicapping behavior.Besides, reluctance to seek help of fifth and sixth graders can be explained better by behavioral self-handicapping behavior than motivation regulations and other self-handicapping behaviors.
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