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題 名 | 目標難度對工作表現的影響 |
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作 者 | 裘友善; | 書刊名 | 國教學報 |
卷 期 | 1 1988[民77.] |
頁 次 | 頁25-66 |
分類號 | 521.14 |
關鍵詞 | 工作表現; 工作策略; 內在動機; 生活態度; 目標難度; 問卷; 量表; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主張設計良好的高難度目標,其促進工作者工作表現的效果將優於中低難度目標。為驗證此一假設,216名國中二年級學生被選入參加一項採ANCOVA模式的實驗。學生依其智力 (高或中等),成就動機 (高或低)以及教指定的目標 (高難度 (Ps=.02) 或中難度 (Ps=.32) 成「盡力而為」) ,分入12實驗組中。實驗活動為一名為「炮擊模擬」的CAI程式。在前測後,受試者有長達一小時的自由練習時間。實驗結果大致能支持研究假設,亦即接受高難度目標的受試者最努力,平均得分最高,也最有機會發出前饋型式的工作策略。作者最後就木研究結果對未來研究及教育活動的啟示加以討論。 |
英文摘要 | It was argued in this study that a well-designed difficult goal is more effective than a easy one in enhancing workers' performance. An experiment was held to test this hypothesis. 216 8th grade students were divided into 12 experimental groups, according to their intelligence {high vs. average}, achievement motivation (high vs. low), and goal assigned (difficult (Ps=.02) vs. moderate (Ps=.32) vs. "do-best"). The task is a CAI program called Artillery Simulator. After pretest, Ss were permitted to practice as long as one hour. The results support the hypothesis generally, that is, Ss accepting difficult goal worked the hardest, performed the best, and were most likely to develop a feed-forward working strategy. Some implications of this study on teaching and further studies were discussed by the author. |
本系統中英文摘要資訊取自各篇刊載內容。