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    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/90665
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/90665


    Title: 目標設定、成就動機、自我效能與工作表現的關係
    Authors: 楊文玲
    Contributors: 林邦傑
    楊文玲
    Date: 1989
    Issue Date: 2016-05-04 14:34:58 (UTC+8)
    Abstract: 論文提要:
    本研究之主要目的在探討:
    (一)國中生目標設定、成就動機、自我效能與工作表現彼此之間的關係。
    (二)預測國中生自我效能、目標設定、與工作表現的主要因素。
    (三)綜合研究結果,對教學與輔導工作提出若干建議。另外,性別、班級與社經背景亦為本研究所採用之自變項,藉以探討其與上述變項間的關係。本研究抽取台北市十五所國中二年級的1.027名學生(好班535人,普通班492人)為施測對象,共建立好班與普通兩個樣本。研究工具包括:(一)學生個人資料調查表;(二)成就動機量表;(三)一分鐘腦力激盪測驗;(四)目標接受與投入量表;(五}自我效能量表。使用的統計方法為:FREQUENCIES、Pearson積差相關、T考驗、變異數分析、
    Scheffe與Tukey事後多重比較法及多元逐步迴歸分析。
    本研究之主要發現如下:
    一、在工作表現方面
    (一)好班─
    1.(1)自我效能廣度(一)高者的工作表現,優於自我效能廣度(一)低者的工作表現。
    (2)自我效能強度(一)高者的工作表現,優於自我效能強度(一)低者的工作表現。
    (3)被指定以高難度目標者的工作表現,優於被指定以低難度目標者的工作表現。
    (4)高、低成就動機者的工作表現,沒有差異。
    (5)不同社經背景者的工作表現,被有差異。
    2.社經背景與自我效能廣度(一)在工作表現上的交互作用顯著。
    3.社經背景、成就動機與自我效能廣度(一)對工作表現的交互作用顯著。
    (二)普通─
    1.(1)中社經背景者之工作表現,比低社經背景者的工作表現好。
    (2)自我效能廣度(一)高者的工作表現,比自我效能廣度(一)低者的工作表現好。
    (3)自我效能強度(一)高者的工作表現,比自我效能強度(一)低者的工作表現好。
    (4)接受不同難度目標(高、中、低難度目標及無目標)者的工作表現,沒有差異。
    2自說效能廣度(一)與目標難度在工作表現土的交互作用顯著。
    (一)好班─-
    l.有目標且接受目標時,可用以組成精簡預測工作表現組合之變項包括:工作能力、自我效能強度(一);約可解釋工作表現總變異量的37%。
    2.無目標時,可用以預測工作表現之變項包括工作能力、自我效能強度(一)、精熟及對人不在意;約共可解釋工作表現總變異量的26%。
    (二)普通班─
    I有目標且接受目標時,可預測工作表現的變項依其所增加解釋量的多寡分別為:工作能力、指定目標難度與自我效能強度(一);約共可解釋工作表現總變異量的26%。
    2.無目標時,預測工作表現之精簡組合,包括:工作能力、性別、社經背景與自我效能強度(一)等四個變項;共可解釋工作表現總變異量的34%。
    二、在自我效能方面
    (一)好班─
    1.高成就動機者的自我效能廣度與強度(一),高於低成就動機者自我效能(一)的廣度與強度。
    2不同社經背景者自我效能(一)的廣度與強度,並沒有差別。
    (二)普通班─
    不同社經背景者之自我效能廣度與強度(一),沒有差異。
    (一)好班─
    l.可組成聯合預測自我效能廣度{二)之精簡組合之變項包括:先前的自我效能廣度(一)、工作表現;二者共可解釋自我效能廣度變異量的54%。
    2.可聯合預測自我效能廣度(二)的變項包括:先前的自我效能強度(一)、工作表現;共可解釋自我效能強度(二)變異量的60%。
    (二)普通班─
    l.可用以聯合預測自我效能廣度{二)的變項包括:先前的自我效能廣度(一)、工作表現、性別、先前的自我效能強度(一)及精熟;共可解釋自我效能廣度{二)總變異量的54%。
    2.可聯合預測自我效強度(二)的變項包括:先前的自我效能強度(一}、工作表現、精熟與性別;共可解釋自我效能強度(二)總變異量的57%。
    三、可組成精簡方程,聯合預測好班學生自覺目標難度的變項,包括:指定目標難度與自我效能強度(一);二者共可解釋變異量的28%。
    四、在目標投入方面
    (一)好班─
    可組成精簡預測方程,聯合預測好班學生目標投入的變項包括:自覺目標難度、指定目標難度、工作取向及工作能力;共可解釋目標投入總變異量的11.11%。
    (二)普通─
    可聯合預測普通班學生目標投入的因素包括:自我效能強度(一)、工作取向、自我效能廣度(一);共可解釋目標投入總變異量的11.5%。
    五、在自定未來目標方面
    (一)好班─
    1.(1)高成就動機者之自定未來目標難度,高於低成就動機者。
    (2)高自我效能廣度{二}者之自定未來目標難度,高於低自我效能廣度(二)者。
    (3)高自我效能強度(二)者之自定未來目標難度,高於自我效能強度(二}者。
    (4)高工作表現者之自定未來目標難度,高於低工作表現者。
    2.自我效能廣度(二)與工作表現、自我效能強度(二)與工作表現兩個二因子交互作用在自定未來目標難度上,達.05顯著水準。
    (二)普通班─
    1.(1)高自我效能廣度(二)者之自定未來目標難度,高於低自我效能廣度(二)者。
    (2)高自我效能強度(二)者之自定未來目標難度,高於低自我效能強度(二)者。
    (3)高工作表現者之自定未來目標難度,高於低工作表現者。
    (4)不同成就動機者之自定未來目標難度,沒有差異。
    2.自我效能廣度(二)與工作表現、自我效能強度(二)與工作表現兩個二因子交互作用在自定未來目標難度上,這.05顯著水準。
    (一)好班─
    1.在原本有目標時,可組成精簡預測方程式預測自定未來目標的變項包括為:自我效能強度(二)、精熟與工作表現,共可解釋效標變項變異量的33%。
    2.在原本無目標,可聯合預測自定未來目標難度的變項包括:工作表現、對人不在意、自我效能廣度(二);共可解釋效標變項總變異量的21%。
    (二)普通班─-
    1.在原本就有目標時,可以聯合預測自定未來目標難度的變項為:自我效能強度(二)、工作表現;共可解釋效標變項總變異量的31%。
    2.在原本無目標時﹒僅自我效能廣度{二)一個變項便能解釋效標變項總變異量的31%。
    本研究最後根據研究發現與討論,對教育與未來研究分別提出建議。
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    Description: 碩士
    國立政治大學
    教育學系
    Source URI: http://thesis.lib.nccu.edu.tw/record/#B2002005712
    Data Type: thesis
    Appears in Collections:[教育學系] 學位論文

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