課室社會目標結構之建構暨其與個人社會目標、求助行為之關係

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dc.contributor.author張映芬zh_tw
dc.contributor.author程炳林zh_tw
dc.contributor.authorYing-Fen Changen_US
dc.contributor.authorBiing-Lin Cherngen_US
dc.date.accessioned2019-08-12T04:50:36Z
dc.date.available2019-08-12T04:50:36Z
dc.date.issued2017-06-??
dc.description.abstract社會目標在學習歷程中扮演重要角色，而過去研究卻少探討，以社會目標理論觀點所形成學習情境之研究更是付之闕如，因此本研究建構課室社會目標結構驗證性因素分析模式來考驗其適配度，並探討其與個人社會目標、求助行為之關係。本研究抽取1032 名國二學生為樣本，以結構方程模式與階層迴歸進行分析。研究結果顯示：（1）本研究所建構課室社會目標結構驗證性因素分析模式獲得觀察資料支持；（2）課室社會目標結構與社會目標有對應關係；（3）社會關係與社會責任目標正向預測工具性求助，社會關係目標負向預測逃避求助，社會責任目標負向預測執行性求助；社會地位目標正向預測執行性與逃避求助；（4）課室社會關係與課室社會責任目標結構正向預測工具性求助，課室社會關係目標結構正向預測執行性求助，課室社會責任目標結構負向預測逃避求助，課室社會地位目標結構正向預測執行性與逃避求助。（5）社會目標為課室社會目標結構與求助行為的中介變項。本研究根據結果進行討論，並提出建議。zh_tw
dc.description.abstractSocial goals, which few studies have focused on, play a significant role in the learning process. Research on learning situations from social goal theory perspectives (social classroom goal structure) has been even less. Therefore, the purpose of this study was to construct a confirmatory factor analysis (CFA) model of social classroom goal structure to test how it fit with observed data and to analyze the relationships among social classroom goal structure, social goals and help-seeking behavior. The participants were 1,032 junior high school students. Structural equation modeling and regression analysis were used. The following results were obtained: (a) the CFA model of social classroom goal structure fit the observed data well, (b) social classroom goal structure fit in with social goals, (c) social relationship and social responsibility goals positively predicted instrumental help seeking; social relationship goals negatively predicted avoidance help seeking; social responsibility goals negatively predicted executive help seeking; social status goals positively predicted executive help seeking and avoidance help seeking, (d) social relationship and social responsibility classroom goal structure positively predicted instrumental help seeking; social relationship classroom goal structure positively predicted executive help seeking; social responsibility classroom goal structure negatively predicted avoidance help seeking; social status classroom goal structure positively predicted executive help seeking and avoidance help seeking, and (e) the effects of social classroom goal structure on help seeking behavior were mediated by social goals. Based on the findings in this research, implications for theory, practice and further research are discussed.en_US
dc.identifier23FA7304-D930-4EDA-0837-54637A4098C8
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80808
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation48(4)，509-530
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other工具性求助zh_tw
dc.subject.other社會目標zh_tw
dc.subject.other逃避求助zh_tw
dc.subject.other執行性求助zh_tw
dc.subject.other課室社會目標結構zh_tw
dc.subject.otheravoidance help-seekingen_US
dc.subject.otherexecutive help seekingen_US
dc.subject.otherinstrumental help seekingen_US
dc.subject.othersocial classroom goal structureen_US
dc.subject.othersocial goalsen_US
dc.title課室社會目標結構之建構暨其與個人社會目標、求助行為之關係zh-tw
dc.title.alternativeThe Construction of Social Classroom Goal Structure and Its Relationship with Social Goals and Help-Seeking Behaviorzh_tw

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