國中學生機動水準、工作難度、合作與競爭對工作表現及焦慮狀態之影響 更多文章

Effects of motivation level, task difficulty, cooperation and come petition on task performance and anxiety state on task performance and anxiety state

教育的目的是多方面的,教育的功能是多元的。從鉅觀的(macroscopic)層次說,教育主要在傳遞文化遺產,導引社會變遷,促進經濟成長;從微觀的(microscopic)層次說,教育在發展個人能力,培養生活理想,增進社會適應。因此發展學習者才智潛力,增進其知識技能,及協助學生自我實現,陶鑄其健全人格,遂為實現教育目的及功能的最佳策略之一。發展學生的才智潛能,在於教學的實施能適應學生的個別差異,提供適宜的教學情境,以提高學習效率;欲培養學生健全的人格,教師應充分瞭解學生的人格特質,注意各種情境因素的影響,以輔導正常人格的發展。本研究即在探討動機水準(屬Traits),工作難易程度(屬Tasks),及合作競爭(屬Treatments)等變項交互影響下,對工作表現及焦慮狀態的影響,希冀從影響學生工作表現及焦慮狀態的多種變項中,尋繹各種有利及不利的影響因素,俾供教育及行政人員對學生課業與生活輔導上的參考。

The main purpose of this research was to investigate the effects of motivation level, task difficulty cooperation and competition on task performance and anxiety state.
144 second grade students of junior high school(72 boys and 72 girls)classified into groups HL(high achievement motivation and low test anxiety)and LH(low achievement motivation and high test anxiety)by means of The Achievement Motivation Questionnaire TASCC. CCMAS HL and LH were randomly assigned to the cooperation, competition or control group, whereas sex, age, IQ, and vocational level were arranged equally in each groups. Each groups should participate 3 Mathematics Tests which represented 3 levels of task difficulty (difficult, moderate, easy)and after finish each of the 3 estimates, Sswerer administered to filled out Anxiety State Scales. The data were analyzed by using a 2*3 factor analysis of covariance and Tukey method of multiple comparisons.
From findings of experimental research, the following conclusions were gathered:
1. The relationship between motivation level and task performance were influenced by some situational factors. HL group revealed lower task performance than that of LH group in competition on difficult task situation, it meant that over motivated Ss could be interrupted by the strong incentives on task performance;whereas under motivated Ss could be highten their learning motivation and done well while offered the suitable incentives and task difficulty.
2. It would be avoidant to manipulate difficult task to HL Ss as well as to arrange moderate task to LH Ss in competition. Moreover, difficult task was more considerable to HL Ss than that of to LH Ss in cooperation situation. The abovementioned findings were more manifested in boys than in girls.
3. Competition had more efficiency for task performance especially in easy task. However, for overmotivated Ss, competiton might yield「taskirrelevant responses」wjich disturbed task performance in difficult task on the contrary, cooperation was poorly in task performance as contrast to competition in most situation. There were no significant differences in task performance between cooperation groups and control group.
4. State anxiety was not absolutely influenced by trait anxiety under stress condition. There were no significant differences between HL Ss(10w trait anxiety)and LH Ss(high trait anxiety)in cooperation. Competition situation, or in difficult, easy task(with the exception of girls in easy task)we might conclude that , besides the personality characteristics, environmental situation could be the main cause of the variety of anxiety state.
5. Under the control of cooperation or competition, task difficulty was not a critical variable in causing the variety of anxiety state. Anxiety state could generalized to various level of task difficulty under some intensity of stress situation.
6. Competition was an stressful situation on which Ss revealed move anxiety state than on cooperation situation.
Based n the conclusions, some recommendations fro school teaching and guidance were suggested.