科技部專題研究計畫主持人
MOST-109-2410-H-153-004-SSS
初探學業-學業衝突:大學生成就價值取向、完美主義與動機干擾之關係
Exploring school-school conflicts: Relationships between achievement value orientation, perfectionism, and motivational interference among college students
科技部
Ministry of Science and Technology
國立屏東大學教育心理與輔導學系
Department of Educational Psychology and Counseling, National Pingtung University
陳品華
Pin-Hwa Chen
國立屏東大學教育心理與輔導學系
Department of Educational Psychology and Counseling, National Pingtung University
陳品華
教授
0988158152
phchen@mail.nptu.edu.tw
計畫執行期間起:2020-08-01
計畫執行期間迄:2021-07-31
2020-11-23
2020-12-31
我國一般大學校院大學部的在校學生
1
003
07
學業-學業衝突、動機干擾、成就價值取向、完美主義
school-school conflicts, motivational interference, achievement value orientation, perfectionism
本研究的目的在了解大學生於學業-學業想要衝突與應該衝突中衝突決定後動機干擾的差異,以及成就價值取向、完美主義與動機干擾的關係。本研究採用問卷調查法,調查樣本為來自國內8所大學的1171位大學部學生,研究工具包括成就價值取向量表、完美主義量表和動機干擾量表,統計方法包括成對樣本t檢定、簡單迴歸分析、多元迴歸分析,並以PROCESS Macro Model 2進行調節效果分析。結果發現:1.在學業-學業衝突中,不論大學生最後決定從事的是想要還是應該的活動,捨棄的若是想要的活動,會比捨棄應該的活動出現更多的動機干擾。2.當學生決定從事原本想要進行的學習活動,成就價值取向無法預測動機干擾;而當學生決定捨棄原本想要進行的學習活動,改而從事另一個學習活動,成就價值取向可負向預測動機干擾。3.除了「想要-選擇個人報告」情境中正向完美主義無法預測動機干擾外,在各個情境中,正向完美主義皆可負向預測動機干擾,負向完美主義皆可正向預測動機干擾。4.正向完美主義在各個情境中,皆無法調節成就價值取向與動機干擾的關係;負向完美主義在「應該-選擇個人報告」及「應該-選擇小組會議」兩個情境中,可調節成就價值取向與動機干擾的關係。
This study targeted school-school conflicts and aimed to investigate the differences of motivational interference between want and should conflicts and examine the relationship between achievement value orientation, perfectionism, and motivational interference among college students. The survey participants were 1171 undergraduate students from 8 universities, who took the Achievement Value Orientation Scale, the Perfectionism Scale, and the Motivational Interference Scale. Statistical methods included paired samples t-test, simple regression analysis, multiple regression analysis, and PROCESS Macro Model 2 for moderating effect analysis. The results were as follows: 1. In school-school conflicts, regardless of whether the students finally decide to engage in the activity they wanted or should, there would be more motivational interference if the activity they abandoned was what they wanted than they should. 2. When the students decided to engage in the learning activity they originally intended to carry out, their achievement value orientation could not predict motivational interference. Moreover, when the students decided to abandon the intended learning activity and engage in the other learning activity, their achievement value orientation could negatively predict motivational interference. 3. Except that positive perfectionism could not predict motivation interference in the \"want-choose individual report\" situation, in all situations, positive perfectionism could predict motivation interference negatively, and negative perfectionism could predict motivation interference positively. 4. Positive perfectionism could not moderate the relationship between achievement value orientation and motivational interference in all situations; negative perfectionism could moderate in the two situations of \"should-choose individual report\" and \"should-choose group meeting.\"
是,已處理
除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
追蹤清單
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