課室目標與成就目標的多層次關係之檢驗 - 政大學術集成

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(1)29. 國立政治大學「教育與心理研究」 2016 年 3 月，39 卷 1 期，頁 29-58 DOI. 10.3966/102498852016033901002. 課室目標與成就目標的多層次關係之檢驗吳中勤*. 摘. 要. 當前課室目標與成就目標的相關研究分析未能同時考量組內與組間變異及測量誤差對研究結果的影響，本研究採多層次結構方程模式分析（MSEM）克服上述研究方法的限制。以156個班級共2,334位八年級學生為對象，主要目的在於評估課室目標與成就目標之多層次驗證性因素分析（MCFA）模式的實益及探究課室目標對成就目標的多層次影響關係。研究結果發現，相較於單層CFA模式，MCFA模式更適用於解釋八年級學生所知覺到的課室目標與成就目標，以及不論在個人或班級層次，課室目標對成就目標皆同時存在著相對應與不相對應的影響關係，但在個人層次中，課室精熟目標對精熟焦點目標的預測效果與對逃避表現目標的預測效果相當。文末根據研究結果提出相應之建議。. 關鍵詞：多層次結構方程模式分析、成就目標、課室目標. *. 吳中勤：國立成功大學教育研究所博士電子郵件：minin-72704@yahoo.com.tw 收件日期：2015.03.16；修改日期：2015.05.21；接受日期：2015.06.09.

(2) 30. Journal of Education & Psychology March, 2016, Vol. 39 No. 1, pp. 29-58. The Examination of Multilevel Relations on Classroom Goals and Achievement Goals Chung-Chin Wu*. Abstract. Current researches related to classroom goal and achievement goal failed to consider the effect of within and between variation, and measurement error on results. This study introduced multilevel SEM to overcome these limitations mentioned above. 2,334 eight grader students from 156 classes involved in this study, the main purpose were as following: (1) to evaluate the benefits of MCFA on studying classroom goal and achievement goal. (2) to investigate the multilevel effects of classroom goal on achievement goal. Results showed: (1) MCFA model, relative to single-level CFA model, was more suitable for interpreting classroom goal and achievement goal for eight grader students. (2) there were corresponding and non-corresponding effects between classroom goals and achievement goals, regardless of the analysis level. But the effect of classroom mastery goal on mastery-focus goals maybe equate to the effect of which to performance avoidance goal within individual level. Suggestions were proposed based on present findings at the end of this article.. Keywords: multilevel SEM, achievement goal, classroom goal. *. Chung-Chin Wu: Doctor, Institute of Education, National Cheng Kung University E-mail: minin-72704@yahoo.com.tw. Manuscript received: 2015.03.16; Revised: 2015.05.21; Accepted: 2015.06.09.

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(26) 54 教育與心理研究 39 卷 1 期. 於當前針對課室精熟目標對個人成就目標的多層次影響關係之研究證據仍有限，建議應進行更多研究以驗證本研究之發現。此外， Harackiewicz 、 Barron 、. Tauer 與 Elliot （ 2002 ）回顧相關研究後發現，個人精熟目標可正向預測個人的學習興趣，而趨向表現目標則可正向預測個人的學業成就，顯示出個人知覺到的課室精熟目標與課室表現目標對正向學習動機皆有正向的影響效果，因此，教師除了應型塑強調課程內容精熟的課室情境，以增加個人精熟學習內容的動機及學習興趣外，若能協助學習者建立良性的競爭態度或對比較結果的正向詮釋（如努力不夠而非比別人差），也可能對學習表現產生正向的助益。本研究結果經由MSEM，除了試圖從方法學的角度提出新證據支持從事. MSEM的益處外，也支持過去研究發現型塑課室精熟目標的重要性，研究結果也隱含著正視正向良性競爭的必要性，因此，教師在課程設計或班級經營上除了強調精熟學習內容外，也應思考如何適時融入良性競爭比較的元素，以期同時提升學生學習興趣與學習表現。此外，未來研究也可根據MSEM從橫斷面與縱貫面再次驗證本研究之發現，以提出更堅實的研究證據，支持本研究所提. 參考文獻宋秋美、程炳林、周啟葶（2010）。課室目標結構對個人目標導向的調節效果。教育心理學報， 42 （ 1 ）， 99121。【Sung, C. M., Cherng, B. L., & Chou, C. T. (2010). Moderating effects of classroom goal structures on 4-dimensional goal orientation causal model. Bulletin of Educational Psychology, 42(1), 99-121.】. 林宴瑛、程炳林（ 2007 ）。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39（2），173-194。【Lin, Y. Y., & Cherng, B. L. (2007). The latent change analysis among individual goal orientations, classroom goal structures and self-regulated learning strategies. Bulletin of Educational Psychology, 39(2), 173194.】. 許崇憲（2013）。目標結構之絕對成就目標取向、學業表現、及學習策略的預測力：期刊文獻的後設分析研究。教育心理學報，45（1），63-82。【Hsu, C. S. (2013). The predictive effects of goal structure perception on achievement goal orientation, academic performance, and learning strategy: A meta-analysis of journal articles. Bulletin of Educational Psychology, 45(1), 63-82.】. 彭淑玲、程炳林（2005）。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報：教育類， 50 （2），69-95。【Peng, S. L., & Cherng, B. L. (2005). The relationship among a 4-dimensional classroom goal structure, personal goal orientation and academic help-seeking behavior. Journal of Taiwan Normal University: Education, 50(2), 69-95.】. 出的參考建議，以期裨益研究與教學實. 程炳林（2003）。四向度目標導向模式之研究。師大學報，48（1），15-40。. 務。. 【Cherng, B. L. (2003). Study of the model of 4.

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