English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113311/144292 (79%)
Visitors : 50933747      Online Users : 921
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/28666


    Title: The role of motivational characteristics in Taiwanese sixth graders` avoidance of help seeking in the classroom
    Authors: 施淑慎
    Shih,Shu-€Shen
    Date: 2007-05
    Issue Date: 2009-02-04
    Abstract: This study explored how Taiwanese upper‐elementary‐school students’ motivational characteristics were related to their decisions regarding avoidance of help seeking in the classroom context. Two hundred and ninety‐eight sixth‐grade students completed a self‐report survey assessing their attitudes and behaviors related to help avoidance, achievement goal orientations, perceptions of the classroom goal structure, implicit theories of intelligence, and affective experiences in school. Students’ overall grades from fifth grade were collected from their school records. Results suggested that children’s mastery‐focused motivation, such as perceptions of a mastery goal structure, incremental theory of intelligence, and mastery goal orientations, were negatively associated with their attitudes toward avoidance of help seeking. In terms of help‐avoidance behaviors, in addition to the negative relations of mastery‐focused motivational components to this outcome variable, I found that the entity theory of intelligence and performance‐avoidance goal orientation positively predicted students’ help‐avoidance behaviors. The significant interaction between mastery classroom goal structure and mastery goal orientation on students’ attitudes toward help avoidance indicated that the negative association between mastery goal orientation and reported attitudes toward help avoidance was stronger among students who scored higher on the mastery classroom goal structure scale. With regard to the documented profiles of students holding different views of intelligence, in general, incremental theorists displayed the most adaptive help‐seeking tendencies. Implications for education and future research are discussed.
    Relation: Elementary School Journal, 107(5), 473-495
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1086/518624
    DOI: 10.1086/518624
    Appears in Collections:[師資培育中心] 期刊論文

    Files in This Item:

    File Description SizeFormat
    518624.pdf280KbAdobe PDF21372View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback