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|Other Titles:||The Relationship among a 4-Dimensional Classroom Goal Structure, Personal Goal Orientation and Academic Help-Seeking Behavior|
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|Abstract:||目標導向的研究分成個人與情境兩個研究層面。個人目標導向已發展至四向度，但情境層面的課室目標結構仍以二向度為主。基於此，本研究的目的是：（1）依據 最新的四向度個人目標導向理論以建構四向度課室目標結構，並考驗此四向度課室目標結構模式是否更能解釋實際的觀察資料；（2）分析四向度課室目標結構與四 向度個人目標導向是否相對應；（3）探討課室目標結構、個人目標導向與課業求助行為三者間的關係，並分析個人目標導向在課室目標結構與課業求助行為間所扮 演的中介角色。受試者抽取自台灣地區15 所國中一到三年級共932 位學生，所蒐集到的資料以結構方程模式與階層迴歸進行分析。研究結果顯示：（1）四向度課室目標結構模式具有理想的整體適配度、幅合與區別效度，適合用來 解釋國中生的觀察資料，也支持本研究認為課室目標結構是四個可區分的建構之假設。（2）課室目標結構與個人目標導向有相對應的關係，即趨向精熟課室目標結 構最能預測學習者的趨向精熟目標，逃避精熟課室目標結構最能預測學習者的逃避精熟目標，趨向表現課室目標結構最能預測學習者的趨向表現目標，逃避表現課室 目標結構最能預測學習者的逃避表現目標。（3）國中生知覺的課室目標結構與課業求助行為間的關係會受到個人目標導向的中介，其中以趨向精熟課室目標結構透 過趨向精熟目標對課業求助行為產生的效果最強。本研究依據研究結果在理論上的涵義進行討論並提出未來研究的建議。|
Research on goals tends to look at both the personal and the contextual aspects of goals. As for the personal aspect, individual goal orientation has four dimensions, but a two-dimensional classroom goal structure has still been dominant in contextual goal research. The purposes of this study were to: (a) construct a 4-dimensional classroom goal structure based on 4-dimensional goal orientation theory, and test a confirmatory factor analysis model of this 4-dimensional classroom goal structure by using structural equation modeling (SEM); (b) analyze whether this 4-dimensional classroom goal structure fits in with the 4-dimensional goal orientation structure; (c) explore the relationship among the classroom goal structure, individual goal orientation and academic help-seeking behavior. The participants were 932 students from 15 junior high schools. Results indicated that (a) the theoretical model proposed by the authors fit the empirically observed data, and this result supported the hypothesis that the classroom goal structure was indeed divided into four dimensions; (b) the classroom goal structure fit in with individual goal orientation, in other words, the approach-mastery classroom goal structure was the best predictor of the approach-mastery goal of learners, the avoidance-mastery classroom goal structure was the best predictor of the avoidance-mastery goal of learners, the approach-performance classroom goal structure was the best predictor of the approach-performance goal of learners, and the avoidance-performance classroom goal construct was the best predictor of avoidance-performance goal learners; (c) individual goal orientation was the mediating variable between the perceived classroom goal structure and academic help-seeking behavior. Besides, the relationship between the approach-mastery classroom goal structure and academic help-seeking behavior was mediated through approach-mastery goal orientation. In the conclusion, the implications for theory and r
|Appears in Collections:||師大學報|
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