期刊目錄列表 - 62卷(2017) - 【教育科學研究期刊】62(2)六月刊

趨向精熟目標與趨向表現目標在提取引發遺忘現象上的角色 作者:黃佳君(國立臺灣師範大學教育心理與輔導學系)、吳昭容(國立臺灣師範大學教育心理與輔導學系)

卷期:62卷第2期
日期:2017年6月
頁碼:153-178
DOI:10.6209/JORIES.2017.62(2).06

摘要:
本研究探討趨向精熟與趨向表現目標對國中生「提取引發遺忘」(RIF)之影響,亦即探討成就目標如何影響個人重複提取練習部分記憶材料,而造成後續遺忘與該提取材料相關的材料之現象。前導研究以86位國中生對詩人王維、杜牧的瞭解,從華人七大基本性格的90個形容詞中挑選實驗材料,以形成非國中生原有知識且具詩人整體印象之特質材料。由於透過指導語暫時改變受試者成就目標的實驗操弄未成功,無法探討操弄受試者之成就目標對記憶的影響,故依據受試者在趨向精熟目標、趨向表現目標之自評,將受試者分為高精熟/高趨向表現組182位、高精熟/低趨向表現組21位、低精熟/高趨向表現組14位,與低精熟/低趨向表現組35位,以探究持不同成就目標與RIF現象之間的關係。結果發現,高精熟/高趨向表現、高精熟/低趨向表現組皆未顯現RIF,而低精熟/高趨向表現、低精熟/低趨向表現組皆有RIF。亦即,持高低精熟目標與有無RIF有關,但持表現目標則無關。接著,根據有無RIF,將四組受試者合併成高、低精熟兩組,並比較其記憶策略、第一、二次國文段考成績,與自評認真程度。最後,本研究亦從文獻上影響RIF之因素與研究所得之資料進行討論,並對教育與後續研究提出建議。

關鍵詞:記憶策略、提取引發遺忘、趨向表現目標、趨向精熟目標

《詳全文》 檔名

參考文獻:
  1. 侯玫如、程炳林、于富雲(2004)。國中生多重目標導向與其自我調整學習之關係。教育心理學報,35(3),221-248。doi:10.6251/BEP.20030711【Hou, M.-R., Cherng, B.-L., & Yu, F.-Y. (2004). The relationships between junior high school students’ multiple goals and self-regulation learning. Bulletin of Educational Psychology, 35(3), 221-248. doi:10.6251/BEP. 20030711】
  2. 施淑慎(2004)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立臺北師範學院學報:教育類,17(1),355-378。【Shih, S.-S. (2004). The role of achievement goals, self-efficacy, and strategy use in test anxiety. Journal of National Taipei Teachers College: Education, 17(1), 355-378.】
  3. 程炳林(2002)。多重目標導向、動機問題與調整策略之交互作用。師大學報:教育類,47(1),39-58。doi:10.3966/2073753X2002044701003【Cherng, B.-L. (2002). The interaction among multiple goals, motivational problems, and self-regulation learning strategeies. Journal of National Taiwan Normal University: Education, 47(1), 39-58. doi:10.3966/2073753X2002044701003】
  4. 程炳林(2003)。四向度目標導向模式之研究。師大學報:教育類,48(1),15-40。doi:10. 3966/2073753X2003044801002【Cherng, B.-L. (2003). Study of the modle of four dimensions goal orientation. Journal of National Taiwan Normal University: Education, 48(1), 15-40. doi:10.3966/2073753X2003044801002】
  5. 黃金蘭(2004)。不同類別型態之提取引發遺忘:提取練習與整合性的效果。科技部專題研究計畫成果報告(NSC93-2413-H-011-001)。臺北市:國立臺灣科技大學共同科目教學委員會通識組。【Huang, C.-L. (2004). Retrieval-induced forgetting under different category types: The effect of retrieval practice and integration. Ministry of Science and Technology project report (NSC93-2413-H-011-001). Taipei, Taiwan: The General Group of Commission of General Education in National Taiwan University of Science and Technology.】
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中文APA引文格式黃佳君、吳昭容(2017)。趨向精熟目標與趨向表現目標在提取引發遺忘現象上的角色。教育科學研究期刊62(2),153-178。doi:10.6209/JORIES.2017.62(2).06
APA FormatHuang, C.-C., Wu, C.-J. (2017). Roles of mastery-approach goal and performance-approach goal in retrieval-induced forgetting. Journal of Research in Education Sciences, 62(2), 153-178. doi:10.6209/JORIES.2017.62(2).06

Journal directory listing - Volume 62(2017) - Journal of Research in Education Sciences【62(2)】June

Roles of Mastery-Approach Goal and Performance-Approach Goal in Retrieval-Induced Forgetting Author: Chia-Chun Huang(Department of Educational Psychology and Counseling, National Taiwan Normal University), Chao-Jung Wu(Department of Educational Psychology and Counseling, National Taiwan Normal University)

Vol.&No.:Vol. 62, No.2
Date:June 2017
Pages:153-178
DOI:10.6209/JORIES.2017.62(2).06

Abstract:

The present study examined how the mastery-approach goal and performance-approach goal affect retrieval-induced forgetting. In a pilot study, 86 junior high school students with characteristics from the Chinese Big Seven personality dimensions were selected based on their knowledge of the poets Wang Wei and Du Mu. The purpose of this pilot study was to verify that the aforementioned characteristics did not represent the prior images of the poets held by the students, and to ensure that the characteristics enabled the students to construct distinctive overall impressions of the poets. In this formal study, we manipulated the achievement goals using task instructions followed by a typical retrieval–practice paradigm to assess retrieval-induced forgetting. Our experimental manipulation failed; therefore, we could not verify the effects of the achievement goals on the students’ memories. To explore the relationships between various achievement goals and retrieval-induced forgetting, we divided 262 participants into four groups based on their degree of achievement goal self-verification. The results showed that 182 participants belonged to the high-mastery/high-performance group, 21 belonged to high-mastery/low-performance group, 14 belonged to the low-mastery/high-performance group, and 35 belonged to the low-mastery/high-performance group. In addition, the results indicated that retrieval-induced forgetting was eliminated in the high-mastery/high-performance and high-mastery/low-performance groups but not in the other two groups. These results also showed that the elimination of retrieval-induced forgetting was related to the mastery goal rather than the performance goal; therefore, the four groups were combined into high- and low-mastery groups, and subsequently we compared memory strategies, academic achievement, and self-evaluation seriousness in the two groups. We discussed the factors influencing retrieval-induced forgetting as indicated in the literature and collected data, and formulated concrete proposals.

Keywords:mastery-approach goals, memory strategies, performance-approach goals, retrieval-induced forgetting