英文摘要 |
The purpose of this study was to analyze the interaction effect of possible selves and achievement goals between disadvantaged and normal students. A total of 160 fifth- and sixth-grade elementary school students (59 male and 101 female) in Taiwan were sampled; 80 disadvantaged students and 80 normal students were matched in pairs. Three questionnaires were administered to these students. The Possible Selves Scale was composed of 5 cognitive evaluations on possible selves: self-efficacy, and the attribution of ability, effort, luck, and environment. The Achievement Motivation Scale was composed of mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals subscales. Finally, a two-way MANOVA was conducted to analyze the interaction effects. The main results of this study are listed as follows: 1. The disadvantaged and normal students had no difference of expectations regarding future schooling and occupation. 2. Regardless the disadvantaged or normal students, high self-efficacy, effort and ability attribution group produced the higher mastery-approach, performance-approach goals scores. 3. The disadvantaged students in the low self-efficacy group and high luck attribution group produced performance-avoidance goals scores that were higher than those of the other groups. In summary, the result could be regarded with counseling by counselors for the disadvantaged students with avoidance motivation. |