The relationships among self-efficacy, expectancy for success, academic task value, and academic motivational regulation strategies of senior high school studenys
| Autor: | Min-Hua Lee, 李旻樺 |
|---|---|
| Rok vydání: | 2002 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 90 The purposes of this study were to investigate the motivational beliefs and academic motivational regulation strategies of senior high school students, and to explore the relationships among self-efficacy, expectancy for success, academic task value, and academic motivational regulation strategies. 1,000 senior high school students in central Taiwan were selected randomly to participate in the study. All the participates completed the Academic Motivational Regulation Strategy Scale, the Self-Efficacy Scale, the Expectancy for Success Scale, and the Academic Task Value Scale. The data was analyzed by applying descriptive statistics, ANOVA, t-test, MANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple-stepwise regression. The conclusions of the study were summarized as follows: 1.Senior high school students would make use of the five motivational regulation strategies to maintain their persistence at academic tasks. 2.Senior high school students have medium-high self- efficacy, expectancy for success, and academic task value. 3.Grade differences were found in students’ self-efficacy, expectancy for success, and academic task value. 4.The senior high school students of the third grade would use more academic motivational regulation strategies among three grades in the study. 5.Female students were more likely to report that they would increase their level of motivation by relying on “mastery goal and intrinsic interest promotion” and “environment and resource management”. 6.Gender difference in self-efficacy indicated that male students have higher self-efficacy than female students. 7.Correlations among students’ self-efficacy, expectancy for success, and academic task value were found significant. 8.The students who had higher self-efficacy, expectancy for success, and academic task value tend to use “aggressive” motivational regulation strategies. 9.The lower self-efficacy the senior high school student was, the more “conservative” self-control regulation strategies was used. 10.Academic task value was found the best predictor for students’ motivational beliefs. Based on the above results, discussions and implications were provided for practice and future research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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