57-86 (2007) Bulletin of Sport and Exercise Psychology of Taiwan Society for Sport and Exercise Psychology of Taiwan Number 10, pp (2007) 57-86

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1 57-86 (2007) Bulletin of Sport and Exercise Psychology of Taiwan Society for Sport and Exercise Psychology of Taiwan Number 10, pp (2007) (2007) fish@takming.edu.tw 57

2 57-86 (2007) (self- regulated learning, SRL) Bandura (1977) Bandura (1986) Markus and Wurf (1987) McCombs (1989) Bandura (1989) (self-observation) (self-monitoring) (self-judgment) (self-reaction) Zimmerman, Bonner, and Kovach (1996) Locke, Shaw, Sarri, and Latham (1981) 58

3 57-86 (2007) (Locke et al.,1981 Locke & Latham,1984) Locke and Latham (1990) 91% Steers (1988) Locke and Latham (1990) ( ) Bandura (1986) Schunk (1996) Bandura Schunk Kirschenbaum (1984) Zimmerman and Kitsantas (1996) ( Kim, 1999; Whelan, Mahoney, & Meyers, 1991; Zhong, 2000) Watson and Tharp (1993) ( Lan, 1996; Lindner & Harris, 1993; Lindner, 1996; Schultz, 1997) ( ; ) (2004) 59

4 57-86 (2007) (1996) (2005) Zimmerman and Kitsantas (1996) Gano-Overway (2001) Anshel & Porter,1996; Behncke, 2002; Cleary & Zimmerman, 2001; Kane, Baltes & Moss, 2001; Kitsantas & Zimmermann, 1998) Hofer, Yu, and Pintrich (1998) Pintrich (1995) Zimmerman (1989) Boekaerts (1997) 60

5 57-86 (2007) Zimmerman (1995) Locke and Latham (1990) (probability of goal can be reached) Hall, Weinberg, and Jackson (1987) (1) 66% (2) 33% 66% (3) 33% Kirschenbaum (1984) Schunk (1983) Watsom and Tharp (1993) 61

6 57-86 (2007) Johnson and Kanfer (1992) ( ) () 249 (ceiling effect)

7 57-86 (2007) 0~100 Boekaerts (1997) Wolters (1998) (1996) 5 0~

8 57-86 (2007) () ( ) ( ) Scheffe ( ) () Scheffe (ceiling effect)

9 57-86 (2007) 3. McCombs (1989) Zimmerman, Bonner, and Kovach (1996) 2 20 ~

10 57-86 (2007) Scheffe 3 3 Scheffe =.05 t 197 ( ) (29.78 vs ; t =0.88) (28.63 vs vs F =0.15)

11 57-86 (2007) n M SD n M SD n M SD SS df MS F p (A) *.007 (B) *.001 A B (C) *.001 A C *.001 B C *.015 A B C * *p <.05 (F=7.27 p<.05) 67

12 57-86 (2007) SS df MS F p (A B) (A C) * (B C) * * * *p <.05 (F=3.50 p<.05) (F= p<.05) Scheffe SS df MS F p ( ) (A)

13 57-86 (2007) ( ) SS df MS F p *.001 > () (B) *.001 > *.001 > () (B) *.001 > *.001 > () (B) *.014 > *.001 > *p< Scheffe (62.55 vs ) 2. ( vs vs ) 3. ( vs vs ) 69

14 57-86 (2007) 4. ( vs vs ) (F= p<.05) (A C) (B C) (A C) SS df MS F p (A) 70

15 57-86 (2007) (A C) ( ) SS df MS F p *.001 > (w.cell) (C) *.001 > > *.001 > > *.001 > > *p <.05 Scheffe (56.97 vs ) (B C) SS df MS F p (B) *.001 > *.001 > (w.cell) (C) *.001 > > *.001 > > *p <.05 71

16 57-86 (2007) ( vs vs ) (n=65) (n=64) (n=68) (n=197) SS df MS F p * * *

17 57-86 (2007) ( ) SS df MS F p *p<.05 (F=23.68, p<.05) SS df MS F p (A) *.001 > *.001 > (w.cell) *.001 > > *.001 > > *.001 > > *p <.05 (F= , p <.05) Scheffe (47.63 vs ) (58.45 vs.49.45vs.47.10) ( vs vs vs vs vs vs.29.07) 73

18 57-86 (2007) () ( Kingery, 1990; Locke et al.,1981; Locke & Latham,1990; Whelan, Mahoney, & Meyers,1991; Zimmerman & Kitsantas, 1996) Bandura (1989) ( ) () () Mace and West (1986) 74

19 57-86 (2007) Cervane, Jimani, and Wood (1991) Zimmerman and Kitsantas (1996) (2004) (1996) (2005) () Steers (1988) Locke and Latham (1990) Locke et al. (1981) 25 Tubbs (1986) 87 Locke and Latham (1990) 91% 75

20 57-86 (2007) (1990) (1994) (1996) (2001) (2004) Zimmerman and Kitsantas (1996) Bandura (1986) Zimmerman (1989) ( Anshel & Martin,1996; Johnston, Connor, & Kirschenbaum,1986; Kitsantas & Zimmerman,1998; Whelan, Mahoney & Meyers,1991; Zhong, 2000; Zimmerman & Kitsantas, 1996) ( ) () Kirschenbaum (1984) DeJong (1990) 76

21 57-86 (2007) ( ) Bandura and Wood (1989) Kuhl (1985) 77

22 57-86 (2007) 78

23 57-86 (2007) 1. Zimmerman (1989)

24 57-86 (2007) Zimmerman (1995) Zimmerman, Bonner, and Kovach (1996) DeGroot (2002) ( ) () (1993) (1995) (1996) (1990) (1995) (1999) 80

25 57-86 (2007) (2004) (1992) (2004) (2002) (2004) 27(1) (1986) (2001)3(1) (2004) 6(1) (2005) (1995) (2002) 33(2) (2005) (1994) (2004) Anshel, M. H. & Martin, M. B. (1996). Effect of divergent self-monitoring strategies on motor performance and emotion as a function of alternating task complexity. Journal of Sports Sciences, 14, Anshel, M. H. & Porter, A. (1996). Self-regulatory characteristics of competitive swimmers as a function of skill level and gender. Journal of Sport Behavior, 19(2),

26 57-86 (2007) Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, Bandura, A., & Wood, R. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of Personality and Social Psychology, 56, Behncke, L. (2002). Self-regulation: a brief review. Athletic Insight the Online Journal of Sport Psychology, 4, 64. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researcher, policy makers, educators, teachers and student. Learning and Instruction, 7(2), Cervane, D., Jimani, N., & Wood, R. (1991). Goal setting and differential influence of self-regulator processes on complexity decision-making performance. Journal of Personality and Social Psychology, 61(2), Cleary. T. J. & Zimmerman, B. J. (2001). Self-regulation differences during athletic practice by experts, non- experts, and novices. Journal of applied sport psychology, 13, DeGroot, E. V.(2002). Learning through interviewing: Students and teachers talk about learning and schooling. Educational Psychologist, 37(1), DeJong, F. P. C. H. (1990). Executive control, self-regulating trained in mathematics. In J. M. Pieters, K. Breuer, & P. R. J. Simons (Eds.), Learning environments: Contributions from dutch and german research (pp ). Berlin: Springr-Vrelag. Gano-Overway, L. A. (2001). The role of task- and ego-involving goals and perceived ability on self-regulatory factors during a simple motor task. Microform Publications, University of Oregon. Hall, H. K., Weinberg, R. S., & Jackson, A. (1987). Effect of goal specificity, goal difficulty, and information feedback on endurance performance. Journal of Sport Psychology, 9, Hofer, B. K., & Yu, S. & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In. D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp ). NY: The Guilford Press. 82

27 57-86 (2007) Johnson, D. S., & Kanfer, R. (1992). Goal-performance Relations: The effects of initial task complexity and task practice. Motivation and Emotion, 76, Johnston, O. Connor, E. J., Kirschenbaum, D. S. (1986). Something Succeeds Like Success: Positive Self-Monitoring for Unskilled Golfers. Cognitive Therapy and Research, 10, Kane, T. D., Baltes, T. R, & Moss, M. C. (2001). Causes and consequences of free-set goals: an investigation of athletic self-regulation. Journal of Sport Exercise Psychology, 23, Kim, M. S. (1999). Self-monitoring, and individual expectation of performance-norms in sport teams. Perceptual and Motor Skills, 89, Kingery, P. M. (1990). Self efficacy and the self-monitoring of selected exercise and eating behaviors of college students. Health Education, 21, Kirschenbaum, D. S. (1984). Self-regulation and sports psychology: Nurturing and emerging symbiosis. Journal of Sports Psychology, 6, Kitsantas, A., & Zimmerman, B. J. (1998). Self-regulation of motoric learning: A strategic cycle view. Journal of Applied Sport Psychology, 10(2), Kuhl, J. (1985). Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (pp ). NY: Springer-Verlag. Lan, W. Y. (1996). The effects of self-monitering on students course performance use of learning strategies. Journal of Experimental Education, 64(2), Lindner, R.W. (1996, April). Are graduate students better self regulated learners than undergraduates? A follow-up study. Paper presented at the Annual Meeting of the American Educational Research Association, NY: Lindner, R. W., & Harris, B. R. (1993). Teaching self-regulated learning strategies. Proceedings of selected research and development presentations at the Convention of the Association for Educational Communications and Technology. NOL, January, Locke, E. A., & Latham, G. P. (1984). Goal setting: A motivational technique that work. Englewood Cllifs, NJ: Prentice-Hall. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cllifs, NJ: Prentice-Hall. 83

28 57-86 (2007) Locke, E. A., Shaw, K. M., Sarri, L.,& Latham, G. P. (1981). Goal setting and task performance: Psychological Bulletin, 19, Mace, F. C., & West, B. J. (1986). Unresolved theoretical issues in self-management: Implications for research and practice. Professional School Psychology, 1, Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Review Psychology, 38, McCombs, B. L. (1989). Self-regulated learning and academic achievement: A phenomenological view. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp ). NY: Springer-Verlag. Pintrich, P. R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63, Schultz, P. A. L. (1997). Educational goals, strategies use and the academic performance of high school students. High School Journal, 80(3), Schunk, D. H. (1983). Progress self-monitoring: Effect on children s self-efficacy and achievement. Journal of Experimental Education, 51, Schunk, D. H. (1996). Learning theories. NJ: Prentice Hall. Steers, R. M. (1988). Organizational Behavior (3rd ed.). Illinois: Scott, Foreman and Company. Tubbs, M. E. (1986). Goal setting: A meta-analytic examination of the empirical evidence. Journal of Applied Psychology, 71, Watson, D. L., & Tharp, R. S. (1993). Self-directed behavior: Self-modification for personal adjustment. Pacific Grove, CA: Brooks/Cole. Whelan, J. P., Mahoney, M. J., & Meyers, A.W. (1991). Performance enhancement in sports: A cognitive behavioral domain. Behavior Therapy, 22, Wolters, C. (1998). Self-regulated learning and college students regulation of motivation. Journal of Educational Psychology, 90(2), Zhong, Y. (2000). Developing the self-monitoring ability of students and the experimental research for optimizing teaching in swimming skill instruction. Journal of institute of physical education, 17, Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, Zimmerman, B. J., & Kitsantas, A. K. (1996). Self- regulated learning of a motoric skill: The role of goal setting and self monitoring. Journal of Applied Sport Psychology, 8,

29 57-86 (2007) Zimmerman, B. J. (1995). Self-regulated involves more than meta -cognition: A social cognitive perspective. Educational Psychology, 30, Zimmerman, B. J., & Bonner, A., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Wachington, DC: American Psychological Association

30 57-86 (2007) The Effects of Goal-Setting and Self-Monitoring of Self-Regulated Learning on College Students Learning Performance Wei-Yu Chen 1 Junn-Ming Wang 2 1 Tak ing University of Science and Techology 2 Nan-Kai Institute of Technology Abstract The purposes of this study was to explore the effects of goal-setting and self-monitoring of self-regulated learning on college students learning performance. There were 197 students drawn from Takming University of Science and Technology as the subjects. All the participants were administered by self-set goal questionnaire and self-monitoring recording list. The methodology used in this research is three-way mixed design of ANOVA data analysis. The findings were as follows: 1. In the three-way factors, at the post-test stage with self-monitoring, the difficult goal group had better learning performance than that of the moderate and easy goal groups; at the moderate-test and post-test stages with different goal-setting, the self-monitoring group had better learning performance than that of none self-monitoring group. 2. In the two-way factors, at the post-test stage, the difficult goal group had better learning performance than that of the easy goal group; at the moderate-test and post-test stages, the self-monitoring group had better learning performance than that of none self-monitoring group. 3. The application of goal-setting and self-monitoring of self-regulated learning strategy, it s efficacious to improve learning performance at study. Based on the results and findings of this study, some applications and further research suggestions were offered. Key words: goal-difficulty, table tennis forehand 86

作主动追求知识获取技能, 在心理和生理上都非常积极的个体 (Zimmerman & Pons, 1986) 在此期间, 自我效能感 (self-efficacy) 自我控制 (self-control) 自我管理 (self-

作主动追求知识获取技能, 在心理和生理上都非常积极的个体 (Zimmerman & Pons, 1986) 在此期间, 自我效能感 (self-efficacy) 自我控制 (self-control) 自我管理 (self- 网络环境中英语学习者自我调控的个体特征研究 A Qualitative Study of Chinese EFL Learners Online Self-regulation * 1,2 郑春萍, 穆婕 2, 章僖格 2, 苑仁庆 2, 李芒 1 北京师范大学教育学部 2 北京邮电大学人文学院 * zhengchunping@bupt.edu.cn