Do students’ self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? 指導教授： Chen, Ming-puu 報 告 者： Chen, Wan-Yi 報告日期： Braten, I, Samuelstuen, S. & Stromso, H. I. (2004). Do students’ self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use? Educational Psychology, 24(2),

Introduction Broad goal orientations: –Mastery goals –Performance goals: performance-approach ( 成就趨近目 標 ) & performance-avoidance ( 成就迴避目標 ) orientations Performance-approach & performance-avoidance goals have differential effects on cognitive and metacognitive strategy Self-efficacy beliefs and goal orientations may vary with study context Performance-avoidance goals become more salient for students in a highly performance-oriented and competitive context 精熟目標取向：強調學習內容的過程，希望藉由學 習、進步、精熟工作要求來展現自己的能力 表現目標取向：強調競爭表現的結果，希望能以付 出最少的努力超越他人的表現來展現自己的能力或 打敗他人

Method Participants and Academic Contexts –178 students: first year of a business administration studies course –108 students: first year of teacher training Measures –Goral orientation 、 Self-efficacy 、 Self- regulatory strategies Procedures 參與課程與學儕分享 填寫量表

Results (1)

Results (2)

Discussion Perceived competence is not necessary favourable for performance-oriented students to have great confidence in their ability to succeed Lack of support for Dweck's original model might be attributed to differences between her laboratory approach and field approaches using survey data

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