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题名: 國中學生個人特質、知覺的教室目標結構、目標導向與自我設限之關係研究
作者: 蕭伊玲
贡献者: 陳聰文
蕭伊玲
关键词: 個人特質;知覺的教室目標結構;目標導向;自我設限
日期: 2005
上传时间: 2010-12-03
描述: 碩士
教育研究所
摘要: 國中學生個人特質、知覺的教室目標結構、目標導向與自我設限之關係研究

摘要

本研究主要目的在探討國中學生個人特質、知覺的教室目標結構、目標導向與自我設限間的關係。本研究採問卷調查法，以中部四縣市803位國中學生為研究對象，採描述性統計、單因子多變量變異數分析、單因子變異數分析、多元迴歸分析及階層多元迴歸等統計方法分析資料。研究結果如下：

一、國中學生之個人特質因年級、性別之不同而有顯著差異。
二、國中學生知覺的教室目標結構因性別而有顯著差異。
三、國中學生之目標導向因年級、性別之不同而有顯著差異。
四、國中學生之自我設限因年級、性別之不同而有顯著差異。
五、國中學生之目標導向為個人特質與自我設限之中介變項。
六、國中學生之目標導向為知覺的教室目標結構與自我設限之中介變項。

關鍵詞：個人特質、知覺的教室目標結構、目標導向、自我設限
The relationship among personal temperament, perceived classroom goal structure, goal orientation and self-handicapping of junior high school students

I-Ling Hsiao

Abstract

The purpose of this study was to investigate the relationship among personal temperament, perceived classroom goal structure, goal orientation and self-handicapping of junior high school students. The survey data was collected from 803 students in the central area of Taiwan and analyzed by descriptive statistics, one-way MANOVA, one-way ANOVA, multiple regression and hierarchical regression analysis.
The conclusions of this study were as follows：
1. There were significant differences in students’ personal temperament concerning gender and grade.
2. There were significant differences in students’ perceived classroom goal structure concerning gender.
3. There were significant differences in students’ goal orientation concerning gender and grade.
4. There were significant differences in students’ self-handicapping concerning gender and grade.
5. Students’ goal orientation was the mediator between personal temperament and self-handicapping.
6. Students’ goal orientation was the mediator between perceived classroom goal structure and self-handicapping.

Keywords: personal temperament, perceived classroom goal structure, goal orientation, self-handicapping
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