期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(4)十二月刊

學習情境中的個人成就目標與作弊接受度之關係:以學業自我效能為調節變項 作者:國立成功大學師資培育中心彭淑玲、國立臺灣科技大學數位學習與教育研究所黃博聖、國立臺灣師範大學教育心理與輔導學系暨學習科學跨國頂尖研究中心暨華語文與科技研究中心暨科技部人工智慧生技醫療創新研究中心陳學志

卷期:64卷第4期
日期:2019年12月
頁碼:87-113
DOI:10.6209/JORIES.201912_64(4).0004

摘要:
本研究從動機觀點切入,採用個人成就目標與學業自我效能理論瞭解動機變項及兩種作弊接受度(學業作弊、被動作弊)之關係。據此,本研究目的為:一、瞭解國中生對兩種作弊行為的接受程度現況;二、探討個人成就目標與兩種作弊接受度之關係;三、考驗學業自我效能在上述關係中的調節效果。為達成上述目的,本研究抽取938位七至九年級國中生進行施測,並以數學科為領域,蒐集資料以結構方程模式進行分析。研究結果發現:一、男生對兩種作弊行為的接受度均略高於女生;八、九年級學生對兩種作弊行為的接受度略大於七年級學生;二、個人成就目標能預測兩種作弊接受度,其中趨向精熟目標能降低學生對兩種作弊行為的接受度,逃避表現目標則與上述結果相反,而趨向表現目標僅能正向預測被動作弊接受度;三、學業自我效能會調節個人成就目標與作弊接受度之關係:當學習者知覺有高學業自我效能時,逃避表現目標無法預測兩種作弊接受度;當學習者知覺為低學業自我效能時,會提升逃避表現目標對兩種作弊接受度的正向預測力。本研究依據研究結果提出建議,以作為國中教學輔導與未來研究之參考。

關鍵詞:作弊接受度、個人成就目標、學業自我效能

《詳全文》 檔名

參考文獻:
  1. 何琦瑜(2003)。家長與老師品格教育大調查。天下雜誌,287,42-46。 【He, C.-Y. (2003). A survey of character education on parents and teachers. Common Wealth Magazine, 287, 42-46.】
  2. 吳志明、余國瑋、李賜郎(2007)。學生作弊行為因素結構模式之研究─以商學院學生為實證。企業管理學報,73,63-74。 【Wu, C.-M., Yu, K.-W., & Li, S.-L. (2007). Structural modeling among impact factors from the cheating behavior of student: An empirical study of business college. Journal of Business Administration, 73, 63-74.】
  3. 吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。測驗年刊,39,59-78。 【Wu, J.-J., & Cherng, B.-L. (1992). A revision of the motivated strategies for learning questionnaire. Psychological Testing, 39, 59-78.】
  4. 林清山、程炳林(1997)。青少年心理發展與適應之整合性研究:國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究(Ⅰ)。國科會專案研究報告(NSC86-2413-H- 003-010-G10)。臺北市:國立臺灣師範大學。 【Lin, C.-S., & Cherng, B.-L. (1997). The verification of action control model and the study of the effects of strategies training programs (I). Ministry of Science and Technology research project (NSC86-2413- H-003-010-G10). Taipei, Taiwan: National Taiwan Normal University.】
  5. 姚招帆(2006)。國中生目標導向、自我效能與學習策略、自我設限策略及作弊之關係(未出版碩士論文)。國立臺灣師範大學,臺北市。 【Yao, C.-F. (2006). The relations among junior high school students’ goal orientations, self-efficacy, learning strategies, self-handicapping strategies and cheating (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
» 展開更多
中文APA引文格式彭淑玲、黃博聖、陳學志(2019)。學習情境中的個人成就目標與作弊接受度之關係:以學業自我效能為調節變項。教育科學研究期刊,64(4),87-113。doi: 10.6209/JORIES.201912_64(4).0004
APA FormatPeng, S.-L., Huang, P.-S., & Chen, H.-C. (2019). Personal achievement goals and the acceptability of cheating in an academic context: The moderating role of academic self-efficacy. Journal of Research in Education Sciences, 64(4), 87-113. doi: 10.6209/JORIES.201912_64(4).0004

Journal directory listing - Volume 64(2019) - Journal of Research in Education Sciences【64(4)】December

Personal Achievement Goals and the Acceptability of Cheating in an Academic Context: The Moderating Role of Academic Self-Efficacy Author: Shu-Ling Peng (Center of Teacher Education, National Cheng Kung University), Po-Sheng Huang (Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology), Hsueh-Chih Chen (Department of Educational Psychology and Counseling, Institute for Research Excellence in Learning Sciences, Chinese Language and Technology Center, National Taiwan Normal University, MOST Artificial Intelligence Biomedical Research Center)

Vol.&No.:Vol. 64, No.4
Date:December 2019
Pages:87-113
DOI:10.6209/JORIES.201912_64(4).0004

Abstract:
This study was conducted on the basis of motivation theories and adopted theoretical concepts from achievement goal theory and self-efficacy to explore the motivational variables related to the acceptability of two types of cheating behaviors, namely academic cheating and passive cheating, among Taiwanese junior high school students in the subject of mathematics. The aims of the study were threefold: first, to understand the degree of acceptability of the two types of cheating behaviors among Taiwanese students; second, to investigate the relationships between personal achievement goals and the acceptability of the two types of cheating; and third, to test whether these relationships are moderated by academic self-efficacy. Nine hundred thirty-eight seventh-to-ninth-grade Taiwanese students (473 boys; 23 missing values) participated in the survey, and the researchers applied the technique of structural equation modeling for data analysis. The results indicated that boys were slightly more accepting of the two types of cheating behaviors than girls, and eighth- and ninth-grade students, regardless of gender, were more accepting of both cheating behaviors than seventh-grade students. Moreover, it was found that personal achievement goals can effectively predict the two types of cheating behaviors, which can be negatively predicted by mastery-approach goals and positively predicted by performance-avoidance goals. In particular, performance-approach goals only positively predicted individuals’ acceptance of passive cheating. Finally, it was revealed that academic self-efficacy moderates the relationship between personal achievement goals and individuals’ acceptance of cheating behaviors. Specifically, a high level of academic self-efficacy perceived by individuals was associated with a decrease in the negative predictive power of students’ adoption of performance-avoidance goals with respect to the acceptability of both cheating behaviors. A low level of academic self-efficacy perceived by individuals was associated with an increase in the negative predictive power of students’ adoption of performance-avoidance goals with respect to the acceptability of both cheating behaviors. Based on the findings, relevant recommendations are proposed as a reference for further research, teaching practices, and junior high school counseling.

Keywords:academic self-efficacy, acceptability of academic cheating, personal achievement goals