林世華Sieh-Hwa Lin黃雅惠Ya-Huei Huang2019-08-282007-7-232019-08-282006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0691010228%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90848本研究主要目的在探討高職學生之自我設限、個人目標導向與自尊的相關情形，同時探討高職學生自我設限、個人目標導向、自尊與其學業表現的關係。 本研究以高職學生804名為研究對象，採用問卷調查法，所使用的研究工具包括「自我設限量表」、「個人目標導向量表」與「自尊量表」。調查所得資料以描述統計、t考驗、積差相關、典型相關、多元相關、多元迴歸等統計方法處理。研究結果發現： （一）不同性別高職學生在自我設限並無顯著差異存在，而在趨向精熟目標、逃避精熟目標及自尊有性別差異； （二）不同年級高職學生在自我設限及自尊亦無顯著差異存在，而在趨向精熟目標、趨向表現目標及逃避精熟目標有年級差異； （三）高職學生的個人目標導向的線性組合分數與自我設限的線性組合分數有相關存在； （四）高職學生之自我設限與自尊有顯著多元相關； （五）高職學生之自我設限、個人目標導向及自尊可以有效預測學業表現。 最後，研究者依據本研究結果加以討論，並提出具體建議以供高職教學、學習輔導及未來研究之參考。The main purposes of this study were to:(1) investigate the differences of self-handicapping, individual goal orientation, self-esteem and academic performance between vocational senior high school students of different gender and grade, (2) explore the relationship among self-handicapping, individual goal orientation, self-esteem and academic performance of vocational senior high school students. The sample of this study was consisted of 804 students selected from a vocational senior high school. The data was collected through survey, using Self-Handicapping Scale, Individual Goal Orientation Scale, and Self-Esteem Scale as instruments. The data obtained was further analyzed using descriptive statistics, t-test, Pearson’s product-moment correlation, canonical correlation, multiple correlation, and multiple regression. The findings are summarized as follows: (1) There were differences between vocational senior high school students of different gender in approach-mastery goal, avoidance-mastery goal, and self-esteem. (2) There were differences between vocational senior high school students of different grade in approach-mastery goal, approach-performance goal, and avoidance-mastery goal. (3) The linear composite score of individual goal orientation was significantly related to the linear composite score of self-handicapping. (4) Self-handicapping was significantly related to self-esteem. (5) Self-handicapping, individual goal orientation and self-esteem can significantly predict academic performance. Basedon the findings, suggestions for vocational senior high school teaching, education guidance, and future research are proposed.自我設限個人目標導向自尊學業表現self-handicappingindividual goal orientationself-esteemacademic performance