博碩士論文 107524013 詳細資訊




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:30 、訪客IP:3.148.105.131
姓名 李律萱(Lu-Hsuan Lee)  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-以數位遊戲式翻譯技巧為例
(Effects of Performance-approach and Performance-avoidance Goals on Learning Performance and Adoption of Performance Goals: A Case of Digital Game-based Translation Techniques.)
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
★ 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
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) 成就目標中以展現能力或避免表現出能力不佳作為達成目標的方式,前者為趨向表現目標導向,後者為逃避表現目標導向,學習者的目標導向會影響其設置成就目標的方式與對於學習機會的態度。此外,過去研究發現自我效能以及害怕失敗皆影響學習者在任務中的表現目標採取。雖然過去有許多研究探討表現目標對學習的影響,但鮮少有研究針對數位遊戲式學習進行探討,更少有研究探討翻譯技巧結合數位遊戲式學習。因此,本研究將不同表現目標導向之學習者的特徵融入遊戲設計,開發了一個數位遊戲式學習系統以輔助大學生學習翻譯技巧,學習者除了能在遊戲中透過題目進行翻譯技巧之練習,亦能與同儕進行對戰。本研究將數位遊戲式學習應用於翻譯技巧學習,探討不同表現目標導向學習者的學習成效、遊戲成效與學習觀感,並分析其表現目標採取是否與自身的表現目標導向相符,並進一步分析表現目標、自我效能、害怕失敗、學習成效與遊戲成效之關聯。
研究主要結果包含以下五點:(1)使用本研究開發的翻譯技巧學習遊戲後,不同表現目標導向之學習者,皆在翻譯技巧學習成效上有顯著進步。(2)在數位遊戲式學習環境中,只有在同儕對戰區的遊戲成效差異上,趨向表現目標導向之學習者其一字多義翻譯技巧下的平均答對題數,顯著優於逃避表現目標導向之學習者,其餘皆呈現無顯著差異。因此,可知大多數趨向表現目標導向之學習者並無表現出趨向表現目標之特徵;而逃避表現目標導向之學習者也並無表現出逃避表現目標之特徵。(3)在學習成效的預測方面,趨向表現目標之學習者的最高對戰分數為正向指標;逃避表現目標之學習者的最高練習分數為正向指標。(4)逃避表現目標之學習者的趨向與逃避表現目標對自我效能皆呈正相關並且相互具預測力。(5)不同表現目標導向之學習者,普遍認為本系統容易使用並期待將此系統應用於學校課程中,且可以借助本系統來提高翻譯技巧的能力與學習興趣。本研究的結果有助於了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,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翻譯技巧。
摘要(英) Achievement goals are based on demonstrating ability or avoiding poor performance as a way to achieve the goal. The former is the oriented approach performance goal, the latter is the avoidance performance goal. The goal orientation of learners will affect the way in which achievement goals are set and their attitude toward learning opportunities. In addition, past studies have found that self-efficacy and fear of failure both affected learners′ performance goals in tasks. Although there have been many studies in the past explored the impacts of performance goals on learning, few studies have focused on digital game-based learning, and few studies combined translation techniques with digital game-based learning. Therefore, in this study, the characteristics of learners with different performance goals were integrated into game design, and a digital game-based learning system was developed to assist university students in learning translation techniques. In addition to the practice of translation techniques through questions in the game, learners can also compete with their peers. This study applied digital game-based learning to translation techniques learning, and explored different performance goal-oriented learners′ learning performance, game performance, and learning perception, and analyzed whether their performance goal adoption was consistent with their own performance goal orientation, and further analyzed the relationship between performance goals, self-efficacy, fear of failure, learning perception, learning performance and game performance.
The main results of the study include the following five points: (1) After using the translation techniques learning game developed in this study, learners with different performance goal orientations have made significant progress in the study of translation techniques. (2) In the digital game-based learning environment, there was only a difference found in the game performance of peer competetion area, i.e., performance-approach learners performed better than performance-avoidance learners on the average number of correct answers in the translation technique of synonymy. The rest game performance showed no significant difference. Therefore, most learners who were performance-approach learners did not show the characteristics of performance-approach goal-oriented; and learners who were performance-avoidance learners did not show the characteristics of performance-avoidance goal-oriented. (3) In terms of prediction of learning performance, the highest competetion score of performance-approach learners was a positive indicator; the highest practice score of performance-avoidance learners was a positive indicator. (4) Both performance-approach and performance-avoidance of performance-avoidance learners were positively correlated to self-efficacy. (5) Learners with different performance goal orientations generally believed that this system was easy to use and expected to apply this system to school curricula, and could use this system to improve their translation techniques and learning interests. The results of this study can help to understand the adoptions of learners with different performance goal orientations in the game, so that teachers, researchers and designers can choose a more appropriate way to assist learners to learn translation techniques.
關鍵字(中) ★ 趨向表現目標
★ 逃避表現目標
★ 自我效能
★ 害怕失敗
★ 翻譯技巧
★ 數位遊戲式學習
★ 學習觀感
關鍵字(英) ★ performance-approach
★ performance-avoidance
★ self-efficacy
★ fear of failure
★ translation techniques
★ digital game-based learning
★ learning perception
論文目次 摘要 V
ABSTRACT VI
致謝 VII
目錄 VIII
圖目錄 XI
表目錄 XIII
第一章 緒論 - 1 -
1.1 研究動機 - 1 -
1.2 研究目的 - 3 -
1.3 研究問題 - 3 -
1.4 名詞釋義 - 4 -
第二章 文獻探討 - 7 -
2.1 翻譯技巧學習 - 7 -
2.2 成就目標 - 8 -
2.3 數位遊戲式學習 - 11 -
2.4 自我效能 - 13 -
2.5 害怕失敗 - 14 -
第三章 系統設計 - 17 -
3.1 開發工具 - 17 -
3.2 學習內容 - 17 -
3.3 設計理念 - 20 -
3.4 系統架構 - 22 -
3.4.1 個人學習區 - 23 -
3.4.2 個人練習區 - 24 -
3.4.3 同儕對戰區 - 26 -
3.5系統操作流程 - 28 -
第四章 研究方法 - 33 -
4.1 研究設計 - 33 -
4.2 研究對象 - 34 -
4.3 研究工具 - 35 -
4.3.1 成就目標導向量表 - 35 -
4.3.2 翻譯技巧學習測驗 - 36 -
4.3.3 自我效能問卷 - 36 -
4.3.4 失敗表現評估量表 - 37 -
4.3.5 學習觀感問卷 - 37 -
4.3.6 系統記錄檔 - 38 -
4.4 實驗流程 - 39 -
4.5 資料處理與分析 - 41 -
第五章 研究結果與討論 - 43 -
5.1 不同表現目標導向的學習者之翻譯技巧學習學習成效 - 43 -
5.2 不同表現目標導向的學習者之遊戲成效、相關性與表現目標採取 - 45 -
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 - 46 -
5.2.2 數位遊戲式英語學習環境之個人練習區的遊戲成效 - 46 -
5.2.3 數位遊戲式翻譯技巧學習環境之同儕對戰區的遊戲成效 - 47 -
5.2.4 不同表現目標之學習者在個人學習區、練習區與同儕對戰區之遊戲成效相關性 - 49 -
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 - 54 -
5.3.1 不同表現目標導向之學習者對於翻譯技巧學習的自我效能之差異 - 55 -
5.3.2 不同表現目標導向之學習者對於翻譯技巧學習的害怕失敗之差異 - 56 -
5.4 不同表現目標導向的學習者於中介變數及學習成效與遊戲成效之相關性及預測力 - 58 -
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 - 58 -
5.4.2 不同表現目標導向之遊戲成效對於翻譯技巧學習成效之預測力 - 62 -
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 - 64 -
5.5 不同表現目標導向的學習者對於學習觀感之差異 - 69 -
5.6 綜合討論 - 70 -
5.6.1 不同表現目標導向的學習者之翻譯技巧學習成效 - 70 -
5.6.2 不同表現目標導向的學習者之遊戲成效與表現目標採取 - 72 -
5.6.3 不同表現目標導向的學習者於中介變數之差異 - 75 -
5.6.4 不同表現目標導向的學習者於學習觀感之差異 - 76 -
第六章 結論與建議 - 78 -
6.1 研究結論 - 78 -
6.2 研究貢獻 - 82 -
6.3 未來工作 - 83 -
參考文獻 - 84 -
附錄一 成就目標導向量表 - 92 -
附錄二 翻譯技巧學習測驗前測 - 93 -
附錄三 翻譯技巧學習測驗後測 - 96 -
附錄四 自我效能問卷 - 99 -
附錄五 失敗表現評估量表 - 101 -
附錄六 學習觀感問卷 - 103 -
參考文獻 一、 中文部分
陳美珊(2019)。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(未出版之碩士論文)。國立中央大學,桃園市。
二、 英文部分
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. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6p1), 359.
Atkinson, J. W., & Litwin, G. H. (1960). Achievement motive and test anxiety conceived as motive to approach success and motive to avoid failure. The Journal of Abnormal and Social Psychology, 60(1), 52.
Bandura, A. (1994). Social cognitive theory and exercise of control over HIV infection. In R. J. DiClemente & J. L. Peterson (Eds.), AIDS prevention and mental health. Preventing AIDS: Theories and methods of behavioral interventions (pp. 25–59). (Reprinted in modified form from R. DiClemente (Ed.), Adolescents and AIDS: A Generation in Jeopardy, Newbury Park, CA: Sage Publications, 1992, pp. 89–116).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W H Freeman/Times Books/ Henry Holt & Co.
Bandura, A. (2010). Self‐efficacy. The Corsini encyclopedia of psychology, 1-3.
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.
Birney, R. C., Burdick, H., & Teevan, R. C. (1969). Fear of failure. New York: Van Nostrand-Reinhold
Blunt, A. K., & Pychyl, T. A. (2000). Task aversiveness and procrastination: A multidimensional 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.
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. H., Hwang, G. J., & Tsai, C. H. (2014). A progressive prompting approach to conducting context-aware learning activities for natural science courses. Interacting with Computers, 26(4), 348-359.
Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 1-19.
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
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, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11-21.
Chen, N. S., & Hwang, G. J. (2014). Transforming the classrooms: innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125-128.
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.
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., Elliot, A. J., & Hofer, S. M. (2003). A 2× 2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity. Journal of sport and Exercise psychology, 25(4), 456-476.
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(2), 76-90.
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.
Culler, J. (1976). Structuralist poetics: structuralism, linguistics, and the study of literature. Cornell: Cornell University Press.
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 crosscultural 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 .
Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.
Duy, V. V., & Peters, E. (2020). Learning vocabulary from reading-only, reading-while-listening, and reading with textual input enhancement: Insights from Vietnamese EFL learners. RELC Journal.
Dweck, C. S. (1986). Motivational process affects learning. American Psychologist, 41, 1040
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. (2006). The hierarchical model of approach–avoidance motivation. Motivation and Emotion, 30, 111–116.
Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501.
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., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
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.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. 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
Giel, L. I., Noordzij, G., Noordegraaf-Eelens, L., & Denktaş, S. (2020). Fear of failure: a polynomial regression analysis of the joint impact of the perceived learning environment and personal achievement goal orientation. Anxiety, Stress, & Coping, 33(2), 123-139.
Haghbin, M., McCaffrey, A., & Pychyl, T. A. (2012). The complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 249-263.
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.
Heckhausen, J., & Heckhausen, H. (Eds.). (2008). Motivation and action (Vol. 22). New York: Cambridge University Press. http://dx.doi.org/10.1007/978-1-4899-1193-3_3
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(2), 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 metaanalytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449.
Hung, P. H., Hwang, G. J., Lee, Y. H., & Su, I. H. (2012). A cognitive component analysis approach for developing game-based spatial learning tools. Computers & Education, 59(2), 762-773.
Hwang, G. J., Sung, H. Y., Hung, C. M., Huang, I., & Tsai, C. C. (2012). Development of a personalized educational computer game based on students’ learning styles. Educational Technology Research and Development, 60(4), 623-638.
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
Hwang, W.Y., Shadiev, R. & Huang, S.M. (2011). A study of a multimedia web annotation system and its effect on the EFL writing and speaking performance of junior high school students. ReCALL, 23(2), 160180.
Kasakowskij, R., Friedrich, N., Fietkiewicz, K. J., & Stock, W. G. (2018). Anonymous and non-anonymous user behavior on social media: A case study of Jodel and Instagram. Journal of Information Science Theory and Practice; Volume 6 Issue 3
Keller, J.M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
Kinzie, M. B., & Joseph, D. R. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research and Development, 56(5-6), 643-663.
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
Li, T. M., Chau, M., Wong, P. W., Lai, E. S., & Yip, P. S. (2013). Evaluation of a Web-based social network electronic game in enhancing mental health literacy for young people. Journal of Medical Internet Research, 15(5), e80.
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.
Ling, W., Trancoso, I., & Prada, R. (2011). An agent based competitive translation game for second language learning. In Speech and Language Technology in Education.
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(2), 165-176.
Maehr, M. L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on Motivation in Education, 3, 299 –315.
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
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.
Middleton, M. J., Kaplan, A., & Midgley, C. (2004). The change in middle school students_ achievement goals in math over time. Social Psychology of Education, 7, 289–311.
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
Mirhassani, A., Akbari, R., Dehghan, M., Noordin, N., & Abdullah, M. (2007). The relationship between Iranian EFL learners’ goal-oriented and self-regulated learning and their language proficiency. Journal of Teaching English Language and Literature Society of Iran (TELLSI), 1(2), 1-15.
Molina, L., & Hurtado Albir, A. (2002). Translation techniques revisited: A dynamic and functionalist approach. Meta: Journal des Traducteurs/Meta: Translators′ Journal, 47(4), 498-512.
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. (2014). Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?. Computers & Education, 70, 128-137.
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
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.
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.
Newmark, P. (1988b). Approaches to Translation. Hertfordshire: Prentice Hall.
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.
Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21(4), 325-344.
Peddinti, S. T., Ross, K. W., & Cappos, J. (2014). On the Internet, nobody knows you’re a dog: A Twitter case study of anonymity in social networks. In Proceedings of the Second ACM Conference on Online Social Networks (pp. 83-94). New York, NY: ACM.
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.
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 metaanalytic review. Personality and Social Psychology Review, 3, 326-344.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57.
Romanowski, M. H. (2004). Student obsession with grades and achievement. Kappa Delta Pi Record, 40, 149–151.
Rothblum, E. D. (1990). Fear of failure. In Handbook of social and evaluation anxiety (pp. 497-537). Springer, Boston, MA.
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students′ academic efficacy, teachers′ social–emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528.
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
Scholz, K., & Schulze, M. (2017). Digital-gaming trajectories and second-language development. Language Learning & Technology, 21(1), 100-120.
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.
Shadiev, R., Hwang, W.Y., Yeh, S.C., Yang, S.J.H., Wang, J.L., Lin, H., & Hsu, G.L. (2014). Effects of unidirectional vs. reciprocal teaching strategies on web-based computer programming learning. Journal of Educational Computing Research, 50(1), 6795
Shim, S., & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. The Journal of Experimental Education, 73(4), 333-349.
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.
Sopah, D. (2000). Pengaruh Model Pembelajaran dan Motivasi Berprestasi terhadap Hasil Belajar. Jurnal Pendidikandan Kebudayaan, 5(22).
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.
Tan, K. H., Farashaiyan, A., Sahragard, R., & Faryabi, F. (2020). Implications of English as an International Language for Language Pedagogy. International Journal of Higher Education, 9(1), 22-31.
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.
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of educational research, 78(4), 751-796.
Wang, C., & Seneff, S. (2007). A spoken translation game for second language learning. Frontiers in Artificial Intelligence and Applications, 158, 315.
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. Educational Technology & Society, 20(2), 265-277.
Yang, J. C., & Quadir, B. (2018). Individual differences in an English learning achievement system: Gaming flow experience, gender differences and learning motivation. Technology, Pedagogy and Education, 27(3), 351-366.
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
Zhang, K., & Kizilcec, R. F. (2014). Anonymity in social media: Effects of content controversiality and social endorsement on sharing behavior. In International AAAI Conference on Web and Social Media (ICWSM) (pp. 643-646). Palo Alto, CA: Association for the Advancement of Artificial Intelligence 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 2020-7-31
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明