摘要
The purposes of this study were: (1) explore whether the effect of goal levels, feedback information on junior high school students’ performance of mathematic task was mediated by locus of control. (2) examine whether the effect of goal levels, feedback information on junior high school students’ learning motivation was mediated by locus of control.For the purposes of this study, two trial-outs and three experiments were administrated. In the first trial-out, the subjects were 542 students from 16 classes in 10 junior high schools for purposive sampling. In the second trial-out, the subjects were 147 students from 4 classes of 2 junior high schools in Taiwan for purposive sampling. The 8 classes of second grade students from two junior high schools in Taiwan were sampled and assigned randomly to four experimental groups: clear and difficult goal/feedback information, clear and difficult goal/no feedback information, ambiguous goal/feedback information, ambiguous goal /no feedback information. The collected data was analyzed by item analysis and factor analysis for examining the item difficulty, item discrimination, reliability, and validity. To verify the hypotheses of this study, the collected data was analyzed by three-way ANCOVA and four-way ANOVA.
Results showed that there was an significant three-way interaction among goal levels, feedback information and locus of control, and an significant two-way interaction between feedback information and locus of control on mathematic task performance；For learning motivation:(1) the three-way interaction among feedback information, locus of control and measuring stages on task value was significant; an two-way interaction between goal levels and feedback information was significant; the main effect of measuring stages was significant. (2)an two-way interaction between goal levels and locus of control on self-efficacy was significant. (3)an four-way interaction among goal levels, feedback information, locus of control and measuring stages on expectancy for success was significant, and the main effect of measuring stages was also significant. (4)an two-way interaction between goal levels and locus of control on positive affect was significant, and the main effect of goal levels was also significant.(5)an three-way interaction among goal levels, locus of control and measuring stages on negative affect was significant. an three-way interaction among goal levels, locus of control and measuring stages on negative affect was significant. There was an significant three-way interaction among feedback information, locus of control and measuring stages on negative affect. An two-way interaction between goal levels and feedback information on negative affect was significant, and the main effect of goal levels was also significant. (6)The four-way, three-way, two-way interactions, and the main effect on test anxiety were not significant in this study.
| 獎項日期 | 2002 |
|---|---|
| 原文 | English |
| 監督員 | Wei-Ming Luh (Supervisor) & Biing-Lin Cherng (Supervisor) |