政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/90664
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113648/144635 (79%)
造访人次 : 51577512      在线人数 : 923
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/90664


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/90664


    题名: 目標設定、失敗容忍力、歸因型態與失敗反應的關係
    作者: 林淑美
    贡献者: 林邦傑
    林淑美
    日期: 1989
    上传时间: 2016-05-04 14:34:56 (UTC+8)
    摘要: 論文提要:
    本研究之主要目的在於探討下列問題:
    (1)目標難度和失敗反應的關係；
    (2)目標來源和失敗反應的關係；
    (3)失敗容忍力的三個因素，情緒感受、行動取向、學業冒險與失敗反應的關係;
    (4)歸因型態和失敗反應的關係;
    (5)自我能力評估和失敗反應的關係;
    (6)性別與各自變項在失敗反應上可能之交互作用情形。
    本研究抽取台北市十二所圈中二年級學生共910人(女生470人，男440人)為施測對象。研究工具包括(一)學業失敗容忍力量表、(二)情境設計中的說明部份(內含歸因型態與自我能力評估之測量)、(三)情境設計中的實驗部份(內含依變項之測量)。採用的統計方法有因素分析、多元逐步迴歸、變異數分析和事後多重比較。
    本研究之主要結果有下列幾項:
    (一)目標難度愈高，失敗後之目標接受程度愈低，但失敗後之感情反應愈具建設性;失敗後之行為反應，則以高目標難度和中目標難度時最具建設性。
    (二)共定目標組在失敗後之目標接受程度上，顯著高於指定目標組;在感情反應上，亦較指定目標組和自定目標組具建設性。
    (三)失敗容忍力愈高者，其失敗反應愈具有建設性。
    (四)策略歸因組之失敗反應最具建設性。
    (五)在失敗後之行為反應上，自我能力評估高者比自我能力評估低者具建設性。
    (六)在失敗後之目標接受程度和感情反應上，性別與其他自變項有
    交互作用。
    參考文獻: 參考書目
    一、中文部份
    王大延(民73)，國小學童歸因方式與學業成就關係之研究，師大教育研究所碩士論文。
    吳松林(民71)，成敗經驗對不同焦慮程度學生心理反應之影響高師教育研究所碩士論文。
    吳武典、陳淑娟(民72)，國中導師手冊。台北市、高雄市教育局編印。
    林邦傑(民68)，國中學生的歸因特質與生活適應，中華心理學刊，第21卷，第2期，頁61-74。
    林榮模(民75)工業心理學:理論與應用。台北:自發行。
    金樹人(民67)，國中學生動機水準、工作難度、合作與競爭對工作表現及焦慮狀態之影響，師大教育研究所碩士論文。
    洪碧霞(民72)，圈中學生歸因方式及其相關因素之探討，新竹師專學報，第9期，頁95-132。
    郭生玉(民73)，國小學童成敗歸因與學業成就，成就動機及成敗預期關係之研究，師大教育心理學報，第17期，頁51-72。
    陳秀珍(民69)，焦慮、內外控及挫折對注意力作業之個別及交互影響，台大心理研究所碩士論文。
    張娟鳳(民74)，母親教養方式與兒童勝任動機及自我能力評估關係之研究，師大教育研究所碩士論文。
    莊耀嘉(民69)，圈中生的人格特質、學業成就歸因及其行為，台大心理研究所碩士論文。
    游淑燕(民76)，年級、性別、自我統整與成敗歸因關係之研究，政大教育研究所碩士論文。
    裘友善(民76)，目標難度對工作表現的影響，師大教育研究所博士論文。

    二、英文部份:
    Abramson, L.Y., & Seligman, E.P. (1978). Learned helplessness in human: Critique and reformulation. Journal of Abnormal Psycholorgy, 87, 49-74.
    Alexander, C.J., & Schuldt, J. (1984). Effects of choice, goal difficulty, and need achievement on performance. Journal of Clinical Psychology, 40, 1354-1361.
    Anderson, C. A. (1983). Motivationa1 and performance deficits in interpersonal settings: The effects of attributional style. Journal of Personality and Social Psychology, 45, 1136-1147.
    Anderson, C. A., & Jennings, D.L. (1980). When experiences of failure promote expectations of success. The impact of attributing failure to ineffective strategies. Journal of Personality, 48, 393-405.
    Andrew, G.R., & Debus, R.L. (1978). Persistence and the causal perception of failure: Modifying cognitive attributions. Journal of Educational Psychology, 70, 154-166.
    Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
    Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
    Bandura, A. & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, 1017-1028.
    Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy,and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
    Barnes, R.D., Ickes, W.J., & Kidd, R.F. (1979). Effects of the perceived intentionality and stability of another`s dependency on helping behavior. Personality and Social Psychology Bulletin, 5, 367-372.
    Bassett, G. A. (1979). A study of the effects of task goal and schedule choice on work performance. Organizational Behavior and Human Performance, 24, 202-227.
    Bavelas, J.B., & Lee, E.S. (1978). Effects of goal level on performance: A rade-off of quantity and Quality. Canadian Journal of Psychology, 32, 219-240.
    Becker, L. J. (1978). Joint effect of feedback and goa1 setting on performance: A field study of residential energy conservation. Journal of Applied Psychology,
    63, 428-433.
    Benson, J.S., & Kennelly, K.J. (1976). Learned Helplessness: The result of uncontrollable reinforcements of uncontrollable aversive stimuli? Journal of Personality and Social Psychology, 34, 138-145.
    Brown, A.L. (1981). Metacognition: The development of selective attention strategies for learning from texts. In Kamil, M.L. (Ed.), Directions in Reading Research and Instrustion, Washington,D.C. : National Reading Conference.
    Brown, A. L. & Campione, J. C. (1978). Memory strategies in learning: Training children to study strategically. In Pick, H.L., Leibowitz, H.W., Singer,J.E., Steinschnei der, A., & Stevenson, H. W. (Eds.), Psychology: From Research to Practice, New York: Plenum Press.
    Brunstein, J.C., & Olbrich, E. (1985). Personal helplessness and action control: Analysis of achievement related cognitions, self assessments, and performance. Journal of Personality and Social Psychology, 48, 1540-1551.
    Butter, R. (1986). The role of generalised expectancies in determining causal attributions for success and failure in two social classess. British Journal of Educational Psychology, 56, 51-63.
    Campion, M.A. & Lord, R.G. (1982). A control systems conceptualization of the goal setting and changing process. Organizational Behavior and Human Performance,
    30, 265-287.
    Chaikin, A. L. (1971). The effects of four outcome schedules on persistence, liking for the task, and attribution of causality. Journal of Personality, 39, 512-526.
    Clifford, M.M. (1978). Have we underestimated the facilitative effects of failure? Canadian Journal of Behavioral Science, 10, 308-316.
    C1ifford, M. M. (1984). Thoughts on a theory of constructive failure. Educational Psychologist, 19, 108-120.
    Clifford, M.M. (1986a) .The Comparative effects of strategy and effort attribution. British Journal of Educational Psychology, 56, 75-83.
    Clifford, M.M. (1986b). The effects of ability, strategy, and effort attributions for educational, business, and athletic failure. British Journal of Educational
    Psychology, 56, 169-179.
    C1ifford, M. M. (1988). Fai1ure Tolerance and academic risk-taking in ten-to twilve-year-old students. British Journal of Educational Psychology, 58. 15-27.
    Cook. L. K., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In Pressley, M., & Levin, L. (Eds.), Cognitive Strategies Training and Research. New York: Springer-Verlag.
    Cooper, H. M., & Jerry, M. B. (1980). How teachers explain students` academic performance: A categorization of free response academic attribution. American
    Educational Research Journal, 17. 95-109.
    Covington, M.V., & Omelich. L.C. (1979). Effort The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.
    Covington, M.V., & Omelich, L.C. (1985). Ability and effort valuation among failure-avoiding and failure accepting students. Journal of Educational Psycho-logy,
    77, 446-459.
    Covington, M.V., Spratt, M.F., & Omelich, L.C. (1980). Is effort enough, or does diligence count too? Student and teacher reactions to effort stability in failure. Journal of Educational Psychology, 72, 717-729.
    Cranda1l, V. C. (1968). Sex difference in expectancy of intellectual and academic reiforcement, In C.P. Smith (Ed.), Achievement-related Motives in Children. New
    York: Russell Sage Foundation.
    Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco Jossey-Bass.
    Deci, E.L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of personality and Social Psychology, 18, 105-115.
    Deci, E.L. (1972). Intrinsic motivation, extrinsic reinforcement, and, inequity. Journal of Personality and Social Psychology, 22, 113-120.
    Deci, E.L. (1975). Cognitive evaluation theory and some comments on the Calder and Straw critique. Journal of Personality and Social Psychology, 31, 81-85.
    Diener, C.I., & Dweck, C.S. (1978). An analysis of learned helplessness: Continuous changes in performance, stategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462.
    Diener, C.I., & Dweck, C.S. (1980). An analysis of 1 earned helplessness : II. the processing of success. Journal of Personality and Social Psychology, 39, 940-952.
    Dosset, L.D., Latham, G.P., & Mitchell, T.R. (1979). Effects of assigned versus participatively set goals, knowledge of results, and individual difference on employee behavior when goal difficulty is held constant. Journal of Applied Psychology, 64, 291-298.
    Dweck, C.S., & Reppucci, N.D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25,
    109-116.
    Dweck, C.S. (1975). The role of expectations and attributions in the alleviation of learned: helplessness. Journal of Personality and Social Psychology, 31, 674-685.
    Dweck, C. S., & Bush, E. S. (1976). Sex difference in learned helplessness: I. Differential debilitation with peer and adult evaluations. Development Psychology, 12, 147-156.
    Dweck, C.S., & Goetz, T.E. (1978). Attributions and helplessness. In J. H. Harvey, W. Ickes, & R.F. kidd (Eds.), New Direction in Attribution Research (Vol. 2, 157-179). Hillsdale, NJ: Erlbaum. Dyck, D.G., Steve V., & Lawrence, J.B. (1977). Duration of failure, causal attributions for failure, and subsequent reactions. Journal of Experimental Social Psychology, 15,122 -132.
    Earley, P.L. (1985). Influence of information, choice and task complexity upon goal acceptance, performance, and personal goal. Journal of Applied Psychology, 70, 481-491.
    Earley, P.C., & Wojnaroski, P. (1987). Task planning and energy expanded: Exploration of how goals influence performance. Journal of Applied Psycho-logy, 72,170-174.
    Eisenberg, R., Park, D.C., & Frank, M. (1976).learning industriousness and social reinforcement. Journal of Personality and Social Psychology, 33, 227-232.
    Elkin, J. (1984). Perceived competence, orientation to mastery, and separation-individualation in girls. Unpublished doctoral dissertation, California
    School of Professional Psychology, San Diego.
    Erez, M. (1977) . Feedback: A necessary condition for the goal seting-performance relationship. Journal of Applied Psychology, 62, 624-627.
    Erez, M., & Arad, R. (1986). Participative goal-setting: Social, motivational, and cognitive factors. Journal of Applied Psychology, 17,591-597.
    Erez, M., Earley, P.C., & Hulin, C.L. (1985). The impact of participation on goal acceptance and performance: A two-step model. Academy of Management Journal,
    28, 55-66.
    Erez, M., & Kanfer, F. H. (1983). The ro1e of goa 1 acceptance in goal setting and task performance. Academy of Management Review, 8, 454-463.
    Erez, M., & Z i don, 1. (1984). Effect of goa 1 acceptance on the relationship of goal difficulty to performance. Journal of Applied Psychology, 69, 59-78.
    Feather, N.T. (1963). Persistence at a difficult task with alternative task of intermediate difficulty. Journal of Abnormal and Social Psychology, 66, 604-607.
    Franke 1, A., & Snyder, M. L. (1978). Poor performance following unsolvable problems Learned helplessness or egotism? Journal of Personality and Social Psychology, 36, 1415-1423.
    Frieze, 1.H., & Snyder, H.N. (1980). Children beliefs About the causes of success and failure in school settings. Journal of Educational Psychology, 72, 186-196.
    Frost, P.J., & Mahoney, T.A. (1976). Goal setting and the task process: I. An interactive influence on individual performance. Organizational Behavior and Human Performance, 17, 328-350.
    Gar 1 and, H. (1982). Goa 1 1 eve 1 s and task performance: A compelling replication of some compelling results. Journal of Applied Psychology, 67, 245-248.
    Garland, H. (1984). Relation of effort-performance expectance to performance in goal -setting experiments. Journal of Applied Psychology, 69, 79-84.
    Gatchel, R.T., Paulus, P.O., & Maples, C.W. (1975). Learned helplessness and self-reported affect. Journal of Abnormal Psychology, 84, 732-734.
    Harari, O., & Covington, M.V. (1981). Reactions to achievement behavior from a teacher and student perspective: A developmental analysis. American Educational Research Journal, 18, 15-28.
    Hirota, D.S. (1974). Locus of control and learned help1essness. Journa1 of Experimenta1 Psychology, 102, 187-193.
    Hollenbeck, J.R., & Klein, H. J. (1987). Goal commitment and goa1-setting process:
    Prob1ems, prospects and proposals for future research. Journal of Applied Psychology, 72, 212-220.
    Huber, V. L. (1985). Effects of task difficulty, goal setting, and strategy on performance of a heuristic task, Journal of Applied Psychology, 70, 492-504.
    Kim, A., & Clifford, M.M. (1988). Goal source, goal difficulty, and individual difference variables as predictors of response to failure. British Journal of Educational Psychology, 58, 28-43.
    Klein, D.L., Fencil, M.E., & Seligman, M.E.P. (1976). learned helplessness, depression, and the attribution of failure. Journal of Personality and Social Psychology, 85, 11-26.
    Krantz, D.S., Glass, D.C., & Snyder, M.L. (1974). Helplessness, stress level, and the coronary-prone behaviorattern. Journal of Experimental Social Psychology, 10, 284-300.
    Kruglanski, A.W. et al. (1975). Can money enhance intrinsic motivation? : A test of the content consequence hypothesis. Journal of Personality and Social Pshchology, 31, 744-750.
    Krug1anski, A. W. (1975). The endogenous–exogenous partition in attribution theory. Psychological Review, 82, 387-406.
    Kruglanski, A.W., Friedman, I., & Zeevi, G. (1971). The effects of extrinsic incentives on some qualitative aspects, of task performance. Journal of Personality, 4, 606-617.
    Krugl ansk i, A. W. (1978). Issues in cognition psychology. In Mark P. L. & David G. (Eds.), The Hidden Costs of Reward. Hillsdale, NJ: Erlbaum.
    Kruglanski, A.W., Stein, C., & Riter, A. (1977). Contigencies of exogenous reward and task performance: On the "Minimax" strategy in instructional behavior.
    Journal of Applied Social Pshychology. 7, 141-148.
    Kuhl, J. (1981). Motivational and functional helplessness: The moderation effect of state versus action orientation. Journal of Personality and Social Psychology, 40, 155-170.
    Kuh 1, J. (1984). Vo1itiona1 aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B.A. Maher (Ed.), Progress in Experimental Personality Research (vol. 13, 99-171). New York: Academic Press.
    Kuhl, J. (1985). Volitional mediators of cognition behavior consistency: Self-regulatory processes and action versus state orientation. In J. kuhl and J. Beckmann (Eds.), Action Control: From Cognition to Behavior. Heidelberg, New York: Springer-Verlag.
    Kuhl, J., & Weiss, M. (1984). Performance deficits follow uncontrollable failure: Impaired action control or global attributions and generalized expectancy deficit. (Manuscript submitted for publication). Max Plank Institute for Psychological Research, Muenich, FRG.
    Kyllonen, P.C., Lohman, D. F., & Snow, R.E. (1984). Effects of aptitudes, strategy training, and task facets on spatial task performance. Journal of Educational Psychology, 76, 130-145.
    Laporte, R.E., & Nath, R. (1976). Role of performance goals in prose learning. Journal of Educational Psychology, 68, 260-264.
    Latham, G.P., & Marshall, H.A. (1982). The effects of self-set, participatively set and assigned goals on the performance of government employees. Personnel Psychology, 35, 399 - 404.
    Latham, G.P., & Sarri, L.M. (1979a). The effects of holding difficulty constant on assigned and participatively set goals. Academy of Management Journa1, 22, 163 -168.
    Latham, G. P., & Sarri, L. M`. (1979b). Importance of supportive relationships in goal setting. Journal of Applied Psychology, 64! 1151-1156.
    Latham, G.P., Steele, T.P., & Saari, L.M. (1982). The effects of participation and goal difficulty on performance. Personnel Psychology, 35,677-686.
    Latham, G.P., & Yukl, G.A. (1975a). Assigned versus participative goal setting with educated and uneducated woods workers. Journal of Applied Psychology, 60, 299-302.
    Latham, G.P., & Yukl, G.A. (1975b). A review of research on the application of goal setting in organization. Academy of Management Journal, 18, 824-845.
    Latham, G.P., & Yukl, G.A. (1976). Effects of assigned and participative goal setting on performance and job satisfaction. Journal of Applied Psychology, 61, 166-17l.
    Lepper, M.R., & Greene, D. (1975). Turning play into work; Effects of adult surveillance and extrinsic rewards on childrin`s intrinsic motivation. Journal of Personality and Social Psychology, 31, 479-486.
    Lepper, M.R., Greene. D., & Nisbett, R.E. (1973). Undermining children`s intrinsic interest with extrinsic rewards: A test of the "over justification" hypothesis. Journal of Personality and Social Psycchology, 28, 129-137.
    Locke, E.A. (1967). Motivational effects of knowledge of results: Knowledge or goal setting? Journal of Applied Psychology, 51, 24-329.
    Locke, E.A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance, 51 324-329.
    Locke, E.A. (1982). Relation of Goal level to performance with a short work period and multiple goal levels. Journal of Applied Psychology, 67, 512-514.
    Locke, E.A., & Shaw, K.N. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90, 125-152.
    Locke, E.A., & Schweiger, D.M. (1979). Participation in decision-making: One more look. In B.M. Straw (Ed.), Research in Organi zat i ona 1 Behavior (Vo1. 1). Greenwich, Conn., JAI Press.
    Maccoby, E.E., & Jacklin, C.N. (1974). THe psychology of sex differences. Stanford, CA: Stanford University Press.
    Matsui, T., Okada, A., & Kakuyama, T. (1982). Influence of achievement need on goal setting, performance, and feedback effectiveness. Journal of Applied Psychology, 67, 645-648.
    Matsui, T., Okada, A., & Mizuguchi, R. (1981). Expectancy theory prediction of the goal theory postu1ate, "The harder the goa 1 s, the higher the performance." Journal of Applied Psychology, 66, 54-58.
    McClleland, D.C., Atkinson, J.W., Clark, R.A., & Lowell, E. L. (1953). The Achievement Motive. New York: Appleton-Century-Crofts.
    McNabb, T. (1983). A comparison of the affective consequences of ability, effort, and strategy attributions for academic failure. Unpublished manuscript, University of Iowa. (Submitted for revi ew. )
    Mento, A.J., Cartledge, N.D., & Locke, E.A. (1980) " Maryland vs. •Michigan vs. Minnesota: Another look at the relationship of expectancy and goal difficulty
    to task performance. Organizational Behavior and Human Performance, 25, 419-440.
    Meyer, W.U., Folkes, V.S., & Weiner, B. (1976). The perceived informational value and affective consequences of choice behavior and intermediate difficulty task selection. Journal of "Research in Personality, 10, 410-423.
    Miller. A. (1985). A deve1opmenta1 study of the cognitive basis of performance impairment after failure. Journal of Personality and Social Psychology, 49, 529-538.
    Miller, A. (1986) .Performance impairment after failure Mechanism and sex differences. Journal of Educational Psychology, 78, 486-691.
    Miller, J.W., & Norman, W.H. (1979). Learned helplessness in human: A review and attribution theory model. Journal of Psychological Bulletin, 86, 93-118.
    Miller, W.R., & Seligman, M.E.P. (1975). Depression and learned helplessness in man. Journal of Abnormal Psychology, 84, 228-238 .
    Mossholder, K.W. (1980). Effects of externally mediated setting on intrinsic motivation: A laboratory experiment. Journal of Applied Psychology, 65, 202-210.
    Mowen, J.e., Middlemist, R.D., & Luther, D. (1981). Jointeffects of assigned goal level and incentive structure on task performance A laboratory study. Journal of Applied Psychology. 66, 598-603.
    Nicholls, J.G. (1976). Effort is virtus, but it`s better to have ability: Evaluative respones to perceptions of effort and ability. Journal of Research in Personality, 10, 306-315.
    Oldham, G.P. (1975). The motivational strategies used by supervisors: Relationships to effectiveness indicators. Organizational Behavior and Human Performance, 15, 66-86.
    Organ, O. W. (1977). Intentiona1 versus abnorma1 effects of goal-setting. Organizational Behavior and Human Performance, 18, 378-389.
    Overmier, J.B., & Seligman, M.E.P. (1967). Effects of inescapable shock upon subsequent escape and avoidance learning. Journal of Comparative and Psychology, 63, 23-33.
    Prawat, R. S., Byers, J. L., & Anderson, A. H. (1983). An attributional analysis of teachers` affective reaction to student success and failure. American Educational
    Research Journal, 20,137-152.
    Roth, S., & Bootzi n, R. R. (1974). The effect of experimentally induced expectancies of external control: An investigation of learned helplessness. Journal of Personality and Social Psychology, 29, 253-264.
    Roth, S., & Kuba 1, L. (1975). Effects of noncontingent reinforcement on tasks of differing importance: facilitation and learned helplessness. Journal of Personality and Social Psychology, 32, 680-691.
    Rothkopf, E.Z., & Billington, M.J. (1979) Goal-guided learning from text: lnferring a descriptive processing model from inspection times and eye movement. Journal of Educational Psychology, 71, 310-327.
    Schunk, D.H. (1985). Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. Journal of Educational Research, 78, 29-34.
    Schunk, D. H. (1982). Effects of effort attributiona1 feedback on children`s perceived self-efficacy and achievement. Journal of Educational Psychology, 74, 548-556.
    Schunk, D.H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 23, 208-223.
    Seligman, M.E.P., & Maier, S.F. (1967). Failure to escape traumatic shock. Journal of Experimental Psychology, 74,1-9.
    Short, E.J., & Ryan, E.B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational Psychology, 76, 225-235.
    Silvermen, I. (1964). Self-esteem and differential responsiveness to success and failure. Journal of Abnormal and Social Psychology, 69, 115-119.
    Snyder, M.L., Smoller, B., & Strenta, A. (1981). A comparison of egotism, negativity, and learned helplessness as explanations for poor performance after unsolvable problem. Journal of Personality and Social Psychology, 40, 24-30.
    Snyder. M.L., Stephan, W.G., & Rosenfield, D. (1978). Attributional egotism. In J.H. Harvey, W.J. Ickes, & R.F. Kidd (Eds.), New Directions in Attribution Research (Vol. 2). Hillsdale, NJ : Erlbaum.
    Steers, R.M. (1975). Task-goal attributes, need achievement, and supervisory performance. Organizational Behavior and Human Performance, 13, 392-403.
    Strang, H.R. (1981). The effects of challenging goal instructions upon goal setting and performance on a reaction-time task. The Journal of Psychology, 107, 241-246.
    Strang, H.R., Lawrence, E.C., & Fowler, P.C. (1978). Effects of assigned goal level and knowledge of results on arithmetic computation: A laboratory study. Journal of Applied Psychology, 63, 446-450.
    Tennen, H., & Eller, S.J. (1977). Attributional components of learned helplessness and facilitation. Journal of Personality and Social Psychology, 35, 265-271.
    Terborg, J. R. (1976). The mot i vat i ona 1 components of goal setting. Journal of Applied Pshchology. 61, 613-621.
    Terbog, J.R., & Miller, H.E. (1978). Motivation, behavior, and performance: A close examination of goal setting and monetary incentives. Journal of Applied Psychology, 63, 29-39.
    Tiggeman, M. (1981). Noncontingent success versus noncontingent failure and learned helplessness. Journal of Psychology, 109, 233-238.
    Trope, Y. (1975). Seeking information about one`s own ability as a determinant of choice among tasks. Journal of Personality and Social Psychology, 32, 1004-1013.
    Trope, Y., & Brickman, P. (1975). Difficulty and diagnosticity as determinants of choie among tasks. Journal of Personality and Social Psychology, 31, 918-926.
    Weiner, B. (1979).A theory of motivation for some classroom experience. Journal of Educational Psychology, 71, 3-25.
    Weiner, B. (1980). May I borrow your class notes? An Attributional analysis of judgments of help giving in an achievement-related context. Journal of Educational Psychology, 72, 676-581.
    Weiner, B. (1985). An attributional theory of achievement motivation amd emotion. Psychological Review, 92, 548-5`73.
    Vroom, V. (1964). Work and Mot i vat ion. New York Wiley.
    Wilson, T.D., & Linville, P.W. (1982). Improving the academic performance of college freshmen: Attribution Therapy revisited. Journal of Personality and Social Psychology, 42,367-376.
    Wi 1 son, T. D., & Linville, P. W. (1985). Improving the performance of college freshmen with attributional techniques. Journal of Personal and Social Psychology, 49, 287-293.
    Wood, R.E., & Mento, A.J. (1987). Task complexity as a moderator of goal effects: A meta-analysis. Journal of Applied Psychology, 72,416-425.
    Wortman, C. B., Lawrence, P., & Shusterman, L. (1975). Attributions of causality and reactions to Uncontrollable outcomes. Journal of Experimental Social Psychology, 12, 301-316.
    Zander, A., Fuller, R., & Armstrong, W. (1972). Attributed pride or shame in group or self. Journal of Personality and Social Psychology, 23, 346-352.
    描述: 碩士
    國立政治大學
    教育學系
    資料來源: http://thesis.lib.nccu.edu.tw/record/#B2002005711
    数据类型: thesis
    显示于类别:[教育學系] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    index.html0KbHTML2431检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    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 ©   - 回馈