探討趨向表現目標與逃避表現目標對於 學習成效與表現目標採取之影響 －以數位遊戲式英語字彙為例

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：89

、訪客IP：52.15.128.160

姓名

陳美珊(Mei-Shan Chen) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響－以數位遊戲式英語字彙為例
(Effects of Performance-approach and Performance-avoidance Goals on Learning Performance and Adoption of Performance Goals: A Case of Digital Game-based English Vocabulary.)

相關論文

★ Using Digital Board Game to Enhance Student Engagementin Learning	★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響	★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響	★ 從全面性的角度探討先備知識對同儕互評中受評與評分之影響
★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響	★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響
★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響：以九年級國文學習為例	★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例
★ 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例	★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響
★ 電腦輔助教師回饋於外語寫作情境之研究：成果與觀感	★ 探討英語閱讀遊戲對印尼高中英語學習者的影響
★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響	★ 探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響－以數位遊戲式翻譯技巧為例

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

在學習英語的過程中，學習者的表現目標自然會影響其學習成效。當學習者面對師長安排的課程目標時，有的學生追求勝過同儕獲取高分；有的學生則是不期望成為最好，只要不成為倒數幾名。前者屬於趨向表現目標導向，後者則為逃避表現目標導向。再者，將學習教材結合數位遊戲已成為教育環境中的趨勢，許多文獻指出數位遊戲式學習能幫助學習者提升其英語字彙學習成效；然而，卻少有文獻以數位遊戲式作為學習環境，來探討不同表現目標導向之學習者的學習成效、遊戲成效與表現目標採取。因此，本研究建置一款學習英語字彙的遊戲，將不同表現目標導向之學習者的特徵融入遊戲設計，學習者除了能在遊戲中透過聽力與拼字方式學習單字，亦能與同儕進行以聆聽單字發音搶卡牌之對戰。本研究目的為探討趨向表現目標導向與逃避表現目標導向之學習者的英語字彙學習成效與遊戲成效，以及在數位遊戲式英語字彙環境中，其表現目標採取是否與自身的表現目標導向相符，並進一步討論表現目標、自我效能、害怕失敗、學習成效與遊戲成效之關聯。研究採用成就目標導向量表將學生分成趨向表現目標導向及逃避表現目標導向兩組，前者共32人，後者共27人。實驗時間總共為90分鐘。
　　研究主要成果包含以下五點：(1)使用本研究開發的英語字彙遊戲後，能提升不同表現目標導向的學習者之英語字彙學習成效，其中，趨向表現目標導向之學習者優於逃避表現目標導向。(2)在數位遊戲式學習環境中，不同的遊戲機制會影響不同表現目標導向之學習者的表現目標採取，學習者於遊戲中採取的表現目標可能與自身導向不相符。(3)在學習成效的預測方面，趨向表現目標導向之學習者，其自我效能與逃避表現目標為正向及負向指標、於遊戲中平均使用顯示中譯提示次數為負向指標；逃避表現目標導向之學習者，於遊戲中的學習平均答對題數與對戰平均答對題數為正向及負向指標。(4) 在遊戲成效的預測方面，趨向表現目標導向之學習者，其害怕失敗能正向預測學習者的對戰次數、平均對戰分數與對戰累積答對題數；然而，對於逃避表現目標導向之學習者來說，則未能預測其遊戲成效。(5)對於不同表現目標導向的學習者而言，其趨向表現目標與自我效能皆呈正相關且相互具預測力，此外，學習者的逃避表現目標與害怕失敗彼此亦呈正相關且具有預測力。本研究的結果有助於理解不同表現目標導向之學習者在遊戲中對於表現目標採取的行為，因此對教學者、研究者以及設計者而言，將可以選擇更為合適的方式來輔助學習者學習英語字彙。

摘要(英)

Learner′s performance goals will naturally affect their learning outcomes while learning English. In classroom settings, some students pursue higher scores than their peers; some students do not expect to be the best but not to be the worst. The former called performance -approach orientation, while the latter called performance-avoidance orientation. Furthermore, digital game-based learning (DGBL) has been gradually adopted in the educational environment because digital games have the potential to improve learners’ learning outcomes in English vocabulary. However, there has been a lack of attention paid to the effects on learners’ learning performance, gaming performance, and their adoptions of performance goals based on DGBL.To this end, this study developed a digital game-based English vocabulary game, which considered the characteristics of learners with different performance goals. In addition to learning words through listening and spelling, learners could compete with their peers by listening to the vocabulary pronunciation and grabbing cards. The aims of the present study were to investigate not only what differences on learning performance of English vocabulary and gaming performace between different performance-oriented learners but also whether the performance goals learners adopted in the English vocabulary game are consistent with thier performance orientions. Besides, this study also analyzed the relationship among performance goals, self-efficacy, fear of failure, learning performance and gaming performance. Participants were measured by the Achievement Goal Orientation Questionnaire, then divided into performance-approach orientation (N=32) or performance-avoidance orientation (N=27). The total experiment time was 90 minutes.
　　The findings of this study included: (a) For learning performance, Performance-approach orientated learners outperformed than those with Performance-avoidance orientation, and both of them were improved after playing the game. (b) Different game mechanics in the digital games will affect the performance goals adopted by learners which may not be consistent with their performance orientations. (c)Performance-approach orientated learners, whose self-efficacy and performance-avoidance goals could positively and negatively predict learning performance respectively, as well as the times of the hint, which used to display the Chinese translations in the game, could be the negative predictor; As for Performance-avoidance orientated learners, the average number of correct answers in the practice and competitive area were respectively positive and negative indicators. (d) For the gaming performance, Performance-approach orientated learners, whose fear of failure could positively predict their gaming performance (i.e. the number of competitions, average competitive scores, and cumulative correct answers of practicing); however, there was no predictor for the gaming performance of Performance-avoidance orientated learners. (e) For both of performance orientions, performance-approach goals and self-efficacy were positively correlated and predictors interactively, while performance-avoidance goals were positively associated with fear of failure as well as they could predict each other.
This study could attribute to understand how different between performance-approach and performance-avoidance oriented learners for their adoption of performance goals in digital games. Furthermore, these findings could help instructors, researchers, and designers use more appropriate approach to assist learners for learning English vocabulary.

關鍵字(中)

★ 趨向表現目標
★ 逃避表現目標
★ 自我效能
★ 害怕失敗
★ 英語字彙
★ 數位遊戲式學習

關鍵字(英)

★ Performance-approach
★ Performance-avoidance
★ self-efficacy
★ fear of failure
★ English vocabulary
★ digital game-based learning

論文目次

摘要 v
Abstract vii
誌謝 ix
目錄 x
圖次 xii
表次 xiii
一、緒論 - 1 -
1.1 研究動機 - 1 -
1.2 研究目的 - 2 -
1.3 研究問題 - 2 -
1.4 名詞釋義 - 3 -
二、文獻探討 - 5 -
2.1 成就目標 - 5 -
2.2 數位遊戲式學習 - 10 -
2.3 自我效能 - 13 -
2.4 害怕失敗 - 14 -
三、系統設計 - 17 -
3.1 開發工具 - 17 -
3.2 學習內容 - 17 -
3.3 系統架構 - 18 -
3.4 設計理念 - 29 -
3.5 系統操作流程 - 31 -
四、研究方法 - 38 -
4.1 研究設計 - 38 -
4.2 研究對象 - 39 -
4.3 研究工具 - 40 -
4.3.1 成就目標導向量表 - 40 -
4.3.2 英語字彙聽力測驗 - 40 -
4.3.3 自我效能問卷 - 42 -
4.3.4 失敗表現評估量表 - 42 -
4.3.5 系統記錄檔 - 42 -
4.4 實驗流程 - 44 -
4.5 資料處理與分析 - 46 -
五、研究結果與討論 - 48 -
5.1 不同表現目標導向的學習者之英語字彙學習成效 - 48 -
5.2 不同表現目標導向的學習者之遊戲成效與表現目標採取 - 49 -
5.2.1 數位遊戲式英語學習環境之個人學習區的遊戲成效 - 49 -
5.2.2 數位遊戲式英語學習環境之同儕對戰區的遊戲成效 - 51 -
5.2.3 數位遊戲式英語學習環境之獎章獲得的遊戲成效 - 54 -
5.3 不同表現目標導向的學習者對於自我效能與害怕失敗之差異 - 59 -
5.3.1 不同表現目標導向之學習者對於學習英語的自我效能之差異 - 59 -
5.3.2 不同表現目標導向之學習者對於害怕失敗表現層面之差異 - 61 -
5.4 不同表現目標導向的學習者於中介變數及英語字彙學習成效與遊戲成效之相關性及預測力 - 62 -
5.4.1 不同表現目標導向對於自我效能與害怕失敗及學習成效與遊戲成效之相關性 - 62 -
5.4.2 不同表現目標導向與自我效能及害怕失敗對於英語字彙學習成效與遊戲成效之預測力 - 65 -
5.4.3 不同表現目標導向與自我效能及害怕失敗之預測力 - 70 -
5.5 綜合討論 - 76 -
5.5.1 不同表現目標導向的學習者之英語字彙學習成效 - 76 -
5.5.2 不同表現目標導向的學習者之遊戲成效與表現目標採取 - 77 -
5.5.3 不同表現目標導向的學習者於中介變數之差異 - 82 -
六、結論與建議 - 84 -
6.1 研究結論 - 84 -
6.2 研究貢獻 - 89 -
6.3 未來工作 - 90 -
參考文獻 - 92 -
附錄一　英語字彙聽力前測 - 103 -
附錄二　英語字彙聽力後測 - 104 -
附錄三　成就目標導向量表 - 105 -
附錄四　自我效能問卷 - 106 -
附錄五　失敗表現評估量表 - 108 -

參考文獻

一、中文部分
黃建豪（2014）。英語單字之分段模式與呈現模式對於國中學生拼字學習成效、認知負荷及學習態度影響之研究。佛光大學資訊應用學系研究所碩士論文。
二、英文部分
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: it depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217–232.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students′ learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
Anderman, E. M., Urdan, T., & Roeser, R. (2005). The patterns of adaptive learning survey. In What Do Children Need to Flourish? (pp. 223-235). Springer, Boston, MA.
Atkinson, J.W. (1958). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Bandura, A. (1997). Self-efficacy. The exercise of control. New York, NY: Freeman.
Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: a meta-analysis. Human Performance, 23(3), 265–282.
Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language learning, 52(2), 323-363.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. Doi:10.1037/0022-3514.51.6.1173.
Bipp, T., & van Dam, K. (2014). Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance. Personality and Individual Differences, 64, 157–162. http://dx.doi.org/10.1016/j.paid. 2014.02.039 .
Blunt, A. K., & Pychyl, T. A. (2000). Task aversiveness and procrastination: A multi-dimensional approach to task aversiveness across stages of personal projects. Personality and Individual Differences, 28, 153–167.
Bong, M. (2002). Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for immediate and delayed academic performances. The Journal of Experimental Education, 70, 133–162. http://dx.doi.org/10.1080/00220970209599503.
Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40, 373-384.
Bures, E.M., Abrami, P.C., & Amundsen, C. (2000). Student Motivation to Learn via Computer Conferencing. Research in Higher Education, 41(5), 593-621.
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E.J. (2013). Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. Psychol. Bull, 139(3), 655–701.
Caroline, P., Ce´line, B., & Fabrizio, B. (2011). Why Grades Engender Performance-Avoidance Goals: The Mediating Role of Autonomous Motivation. Journal of Educational Psychology, 103(3),683-700.
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417-427.
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Church, M.A., Elliot, A.J., & Gable, S.L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 284-297.
Cohen, A. D. (2011). Strategies in learning and using a second language. New York: Routledge.
Conroy, D. E. (2004). The unique psychological meanings of multidimensional fears of failing. Journal of Sport & Exercise Psychology, 26, 484-491.
Conroy, D. E., & Elliot, A. J. (2004). Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg. Anxiety, Stress, and Coping, 17(3), 271-285.
Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional fear of failure measurement: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76-90.
Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038–1050.
Cruz, C., Hanus, M. D., & Fox, J. (2015). The need to achieve: Players’ perceptions and uses of extrinsic meta-game reward systems for video game consoles. Computers in Human Behavior, 71, 516–524.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
Darnon, C., Butera, F., Mugny, G., & Hulleman, C. S. (2009) “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education,24(4), 423-434.
Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33(6), 813–827.
De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3), 861-880.　http://dx.doi.org/10.1037/a0032464 .
Diaconu-Gherasim, L. R., & Măirean, C. (2016). Perception of parenting styles and academic achievement: The mediating role of goal orientations. Learning and Individual Differences, 49, 378-385.
Dweck, C. S. (1986). Motivational process affects learning. American Psychologist, 41, 1040 –1048.
Dweck, C., & Leggett, E. (1988). A social –cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (vol.10, pp. 143-179). Greenwich, CT: JAI.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169 –189.
Elliot, A. J. (2005). A conceptual history of the achievement goals construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 52−72). London: Guildford Press.
Elliot, A. J. (2006). The hierarchical model of approach–avoidance motivation. Motivation and Emotion, 30, 111–116.
Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliott, E., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of personality and social psychology, 70(3), 461.
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339–356.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628.
Elliot, A. J., & Pekrun, R. (2007). Emotion in the hierarchical model of approachavoidance achievement motivation. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education. Burlington, MA: Elsevier.
Elliot, A. J., Shell, M. M., Henry, K. B., & Maier, M. A. (2005). Achievement goals, performance contingencies and performance attainment: An experimental test. Journal of Educational Psychology, 97(4), 630–640.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Erhel, S., & Jamet, E. (2016). The effects of goal-oriented instructions in digital game-based learning. Interactive Learning Environments, 24(8), 1744-1757.
Erhel, S., & Jamet, E. (2019). Improving Instructions in Educational Computer Games: Exploring the Relations Between Goal Specificity, Flow Experience and Learning Outcomes. Computers in Human Behavior, 91, 106-114. doi: 10.1016/j.chb.2018.09.020.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Journal of Educational Technology & Society, 20(1), 123-133.
Galli, L., & Fraternali, P. (2014). Achievement systems explained. Y. Baek, R. Ko, & T. Marsh. Trends and Applications of Serious Gaming and Social Media. Gaming Media and Social Effects. Springer Singapore.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie canadienne, 49(3), 233.
HaghbinEmail, McCaffrey, & Pychyl. (2012). The Complexity of the Relation between Fear of Failure and Procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 249-263.
Hakulinen, L., & Auvinen, T. (2014) The Effect of Gamification on Students with Different Achievement Goal Orientations. International Conference on Teaching and Learning in Computing and Engineering, 9 – 16.
Harackiewicz, J. M., Barron, K. E., Tauer, J.M., Carter, S.M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92(2), 316-330.
Hawlitschek, A., & Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students’ learning, motivation and cognitive load. Computers in Human Behavior, 72, 79-86. https://doi.org/10.1016/j.chb.2017.01.040.
Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28, 1–35. http://dx.doi.org/10.1007/s10212-011- 0097-y .
Huang, L. L., Lin, C. C. (2014). Three approaches to glossing and their effects on vocabulary learning. System, 44, 127-136.
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55, 789–797.
Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187–207.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449.
Jagacinski, C. M., Kumar, S., Boe, J. L., Lam, H., Miller, S. A. (2010). Changes in achievement goals and competence perceptions across the college semester. Motivation and Emotion, 34(2),191–204.
Kadioglu, C., & Uzuntiryaki-Kondakci, E. (2014). Relationship between learning strategies and goal orientations: A multilevel analysis. Eurasian Journal of Educational Research, 56, 1-22, http://dx.doi.org/10.14689/ejer.2014.56.4 .
Kao, G. Y. M., Chiang, C. H., & Sun, C. T. (2017). Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. Computers & Education, 113, 294-312.
Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22(4), 415-435.
Kayaoglu, M. N., & Akbas, D. (2011). A small scale experimental study: Using animations to learn vocabulary. Turkish Online Journal of Educational Technology-TOJET, 10(2), 24-30.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language testing, 16(1), 33-51.
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using robotics and game design to enhance children′s self‐efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25, 860–876.
Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer, & J. Bryant (Eds.), Playing Video Games: Motives, Responses, and Consequences. Mahwah, NJ: Erlbaum, pp.379-397.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., O’Keefe, P. A., & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281–301.
Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue Internationale de Psychologie Sociale, 21(1-2), 19-70.
Luo, W., Paris, S.G., Hogan, D., Luo, Z. (2011). Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals. Contemporary Educational Psychology, 36, 165-176.
Maehr, M. L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education, 3, 299 –315.
Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology, 3, 221–267.
Malouff, J., Schutte, N., Bauer, M., Mantelli, D., Pierce, B., Cordova, G., Reed, E. (1990). Development and evaluation of a measure of the tendency to be goal oriented. Personality and Individual Differences, 11, 1191–1200.
Marchand, G. C., & Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face‐to‐face learning settings. Internet and Higher Education, 15(3), 150–160. https://doi.org/10.1016/j.iheduc.2011.10.001 .
Mayer, R. E. (2014). Introduction: Taking an evidence-based approach to games for learning. In R. E. Mayer (Ed.), Computer games for learning: An evidence-based approach (pp. 3-23).　Cambridge, MA: MIT Press.
Segler, T. M., Pain, H., & Sorace, A. (2002). Second language vocabulary acquisition and learning strategies in ICALL environment. Computer Assisted Language Learning, 15(4), 409–422.
Sopah, D. (2000). Pengaruh Model Pembelajaran dan Motivasi Berprestasi terhadap Hasil Belajar. Jurnal Pendidikandan Kebudayaan, 5(22).
McCarthy, M. (1990). Vocabulary. Oxford University Press.
McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Cambridge.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
Mezynski, K. (1983). Issues concerning the acquisition of knowledge: Effects of vocabulary training on reading comprehension. Review ofEducational Research, 53(2), 253–279.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of educational psychology, 89(4), 710.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales (pp. 12-13). Ann Arbor: University of Michigan.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety, self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276–295. http://dx.doi.org/10.1111/j.1944-9720.2006. tb02266.x.
Monte, C. F., & Fish, J. M. (1989). The fear of failure personality and academic cheating. In, R. Schwarzer, H. M. Van der Ploeg, & C. D. Spielberger (Eds.), Advances in test anxiety research (Vol.6, pp. 87–103). Amsterdam: Swets & Zeitlinger.
Moos, D. C., & Marroquin, E. (2010). Multimedia, hypermedia, and hypertext: motivation considered and reconsidered. Computers in Human Behavior, 26(3), 265–276. http://dx.doi.org/10.1016/j.chb.2009.11.004.
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326. http://dx.doi.org/10.1007/s10648-007-9047-2 .
Murayama, K., & Elliot, A. J. (2012). The competition-performance relation: A meta-analysis and a test of the opposing processes model of competition and performance, Psychological Bulletin, 138, 1035–1070.
Murayama, K., Elliot, A. J., & Friedman, R. (2012). Achievement goals. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 191-207). Oxford University Press.
Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263–287.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328 –346.
Nien, C. L., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9(3), 352-372.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Plass, J. L., O′Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of educational psychology, 105(4), 1050.
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study‐related skills and behaviours: Relations with learning‐related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650. http://dx.doi.org/10.1111/j.2044-8279.2012.02084.x.
Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessmentperspective. Language Learning, 52(3), 513–536.
Rachel M.K. & Elliot A.J. (2016). The 2× 2 Standpoints Model of Achievement Goals. Educational Psychology, a section of the journal Frontiers in Psychology, 7(742).
Rahemi, J. (2007). Self Efficacy in English and Iranian Senior High School Students Majoring in Humanities. Novitas-Royal, 1(2).
Raufelder, D., & Ringeisen, T. (2016). Self-perceived competence and test anxiety: the role of academic self-concept and self-efficacy. Journal of Individual Differences, 37, 159–167. http://dx.doi.org/10.1027/1614-0001/a000202 .
Rawsthorne, L., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3, 326-344.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and metaanalysis. Psychological Bulletin, 138, 353–387. http://dx.doi.org/10.1037/a0026838 .
Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research, 83, 84-93.
Romanowski, M. H. (2004). Student obsession with grades and achievement. Kappa Delta Pi Record, 40, 149–151.
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents′ self‐efficacy and self‐regulated goal attainment processes on school performance—Do gender and test anxiety matter? Learning and Individual Differences, 38, 90–98. https://doi.org/10.1016/j.lindif.2014.12.008 .
Schunk, D. H., & Carbonari, J. P. (1984) Self-efficacy models, Inf. D. Matarazzo, N. E. Miller, S. M. Weiss, J. A. Herd, & S, M. Weiss (Eds.), Behavioral health: A handbook of health enhancement and disease prevention. New York; Wiley.
Schunk, D. H., & Meece, J. L. (2005). Self-efficacy development in adolescence. In F. Pajares, & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71–96). Greenwich, CT: Information Age Publishing .
Seegers, G., van Putten C. M., & de Brabander C. J. (2002). Goal orientation, perceived task outcome and task demands in mathematics tasks: Effects on students’ attitude in actual task settings. British Journal of Educational Psychology, 72, 365-384.
Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108(8), 1178–1192.
Smith, R. L. (2015). A contextual measure of achievement motivation: Significance for research in counseling. VISITAS Online.
Solomon, L. J., & Rothblum, B. D. (1984). Academic procrastination: frequency and cognitive behavioural correlates. Journal of Counselling Psychology, 31, 503–509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65.
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80 – 90.
Tobias, S., & Fletcher, J. D. (2007). What research has to say about designing computer games for learning. Educational Technology, 47(5), 20–29.
Tobias, S., & Fletcher, J. D. (2008). What do we know about the learning effectiveness of computer games?. In Paper presented at the annual meeting of AERA, New York.
Urdan, T. C., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354 –365.
Van Yperen, N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PLoS ONE, 9(4).
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.
Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Journal of Educational Technology & Society, 20(2), 265-277.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of Computer Assisted Learning, 34(3), 324-334.
Yang, J. C., Lin, Y. L., & Liu, Y. C. (2017). Effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning. Environmental Education Research, 23(6), 886-899.
Yang, J. C., Quadir, B., & Chen, N. S. (2016). Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment. Journal of Educational Computing Research, 54(3), 371-394.
Yeh, Y. C., & Lin, C. S. (2017). Achievement goals influence mastery experience via two paths in digital creativity games among elementary school students. Journal of Computer Assisted Learning, 34(3), 223-232.
Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 165–184). San Diego, CA: Academic Press
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and selfregulated learning: Theory, research, and applications (pp. 267–295). New York, NY: Lawrence Erlbaum Associates.

指導教授

楊接期(Jie-Chi Yang)

審核日期

2019-8-1

推文