學習情境中之自主支持與國中生成就相關歷程間關係之探討

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(2) 2. Journal ofEducation & Psychology June, 2008, VoL 31 No.2, pp. 1-26. An Examination of the Relations of Junior. High School Students' Perceived Autonomy. Support to Their Achievement-Relevant. Processes. Shu-Shen Shih*. Abstract. The present study attempts to examine the path models for relations among junior high school students' perceptions of autonomy support provided by their teachers, achievement goal orientation, autonomous motivation, and behavioral as well as emotional engagement in schoolwork. 343 eighth-grade students completed a self-report survey assessing their perceived autonomy support from teachers, mastery-approach goal orientation, autonomous motivation, and academic engagement. Results tend to support the contention of SDT. Students' perceptions of autonomy support in the classroom setting positively predicted their mastery-approach goal orientation, autonomous motivation, and behavioral and emotional engagement in schoolwork. Mastery-approach goals positively predicted students' autonomous motivation and behavioral as well as emotional engagement in schoolwork. In addition to the direct effects, perceived autonomy support also exerted indirect effects on students' engagement in academic work through mediation of autonomous motivation and mastery-approach goals. • Shu-Shen Shih: Associate Professor, Institute of Teacher Education, National Chengchi University E-mail: shusshen@nccu.edu.tw Manuscript received: 2007.05.04; Revised: 2007.09.11; Accepted: 2007.12.12.

(3) 3. Moreover, mastery-approach goals played the mediational role in the relation between students' perceptions of autonomy support from teachers and their autonomous motivation. Students' autonomous motivation mediated relations between their mastery approach goal orientation and both behavioral as well as emotional engagement in schoolwork. Implications for education and future research are discussed.. Keywords: self-determination theory, autonomy support, autonomous motivation, achievement goals.

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(9) .~M~t~~~~*.~t~4. 'r~ m l¥]. w: [I] fa ~ gffll¥] 1m J!r W1'1 ~. ~~m § ~. •• MM.MM.~.#. 9. 2001; 2000). (Elliot & McGregor,. 2001;. 1992; Blumenfeld, 1992; Midgley, 1993; Turner et aI., 2002) Ilt =~ffifBB~ EI W~WA~rr~l1JmZf§ tJmil~\~IIH~l¥]~~1 ' ~~/ffLl¥]~~W. Elliot & Thrash,. m~l¥]~~'{Bo/~m~~~~oo~OO. ~'EJX;~~ffi*l¥].5/f~m~;m~. ~ffifBT~~~'~~=~~~• •*~. ~fJ1§~ffi*l¥]~~~WftgAl¥]tC~. l¥]*~Jff~PJfm~~l¥]~.. EI al¥]ijgj]EJX;mS)j EI fX1Ji{[l1[ ; .¥ ~~~~fJ1 § ~~UtJm~1:tlD{6J~~~J&l¥] 'r~m ' .L-J~RSI:BEI al¥]~ijg tIltfIlt -2 X 2~~§~~ff4 ' [9;m§~PJffl.L-J. (Ames,. 0. ' .L-JTepw. EI fX~5El1JmW~~ § ~ra~l¥]tJm1'}Ht ~1ffifB. 0. Pintrich,. 0. m~m~§~i5 r~liIml£*~l¥]~~CP m~EIfXl¥]~.EJX;~~;~~m~§~. ~U~IlR~~~~:t8*~~1~l¥]~D.~. ,. *~m. 0. , JJX iJL EI ~~ IN rtl]. TJi~UEJX;m~liIm/f~l¥]*~Jff~fa~*. ~:t=+if*,nt~§~~ffifB~ fX1r~l£~mlilmnt~'r~mcppJT~~l¥]11J. 2003 ; Elliot 2001; Pintrich, 2000 ) (~~if*. ,. 2004 ; Ames, 1992; Dweck & Legget, 1988; Wolters, 2004) ~~§~mlilm. & McGregor,. 0. m'~&ffiRml¥]ffitJmrr~~®,mm 7f§M"m~l¥]~~~ff4 (~~~. '. ~:tl¥]m~-~~fJ1. : ffi*m~. m~§~l¥]*~ • • ~amattl¥]I. , .L-J&~5EWP:Il:~~~ ; /f[q]l¥] § l¥]1fi5 r~/f[q]7fJt~. . ~¥U~tJf~ ~ijg~~/f1lW ' ~ltdi {l;J[~~ffl EI fX~f6 m~*MWJ*~ (fj~if* ' 2003 ; Elliot & McGregor, 2001; Elliot, McGregor, & Gable, 1999; Wolters, 2004) tlHt\tt.mtl¥]m~~* ' *m~ ®~m~ § ~l¥]ffi*~~ EI j:'l:il1Jm?Jj\. l¥]~~'ffigWrr~(~~M'~~. ~r%]'~ffijW*~ml1Jfu1f~W~m. if* ' 1993 ; ~~~ , 2001 ' 2002 ; fj~ if* ' 2003 ; Dweck & Legget, 1988; Urdan & Midgley, 2003) ~~ffifBl£Jff. A.. Kasser. *~f§tJmm~~tIltf.mm~l¥]~fJ1ffij/f. ffct1f'r~mW~liIAPJT~fJ1znt~1'J~. ITt~~§J1&. ml:B-~ARfTff!!~l¥]~~. M"*~~Di:~l'lfflpJTm{;!tl¥] EI j:3Z:~fjJ!r. : m~m~§. Jf}!,r%] , fu~~M"ftg1r~~i:fm~ EI EEt~~ EI al¥]*~{i&~5E ' ffij/f~*~;jF~tf. 0. l£f;£~Wnt~f§tJm$11J (tlD*~) ~RfT ~~l¥] § l¥]. ~m. '. 0. ~1iI §. l¥]mtlD-*Jl**1EEJX;. ijg~~.&~~Dj:m~m5G~~~. f§tJmml1Jl¥]~~ fJ1l¥]~~. 0. '. §~PJ1~~7t~[9;m~~. ~·~~m~§~·m~~m§~w~. {t .. ~~~r%]l¥]P9l£l1Jm. 0. 0. ~. j} , Sheldon • Ryan • Deci fer. (2004). ?Jj\~m*~l¥] EI j:l1Jm. Wnt~§~I&~. , ijg~CPfr~RfT~[li:Z 0.

(10) {$:/fPIR:;f , 1UJ:~gR~?U~$~Jtlr~um~ § ~ff~~tB'IL~iti ' :({EmHt!JJtt1f1rW!~ tB § ±.mtJfI ' ff~~mmtJtt!.1fJ!:JJDtfu19: A m7 ~tBl1X 1~ , ~~~itJ:3~tB®~ , *mJi:tz;lllt ~tff~~fJT~D~~~ tfttB o. MAZpt:§tt§~l1X~'. partial. mediation. (Holmbeck,. model ). tB iFFf. 1997),. Jlt.~. M~tt~~~{ifl~WIl~j1iRrdJtB3J1 ~c'[~ID. ' ,L;)'~l±H~~N~~~tBf~~ Iiil~7G~$tftflZ~~~~ , f~ ~~Ff®~Z~~ra~ rDJ{*~[JT : ffl~D~Z~1lffl § JtI 0. - 1 - = J ')'-'0. &~~19:AW\~ra'tBrHH*,. ' ~.'T'.1Fi'i. ~. '. ~m~§~Jl@jt~* (Deci et al.,. ~'~~~~n~m~~M®~m~W. 1981; Vansteenkiste et aI., 2006) : (_)§. ll~jiRtB3J1~'r~ID. ±'mtJflff~~ft~~R:;ftB1Tm19:AW'r~. 0. ,L;)' T.~Pff*mJi:. fJTtiX~,~Z1~~f~~{$:~~ti1B"Jmaj}. 0. ~f.£i:A#*15LJliJ[ft~* (Grolnick &. 1987; Miserandino, 1996; Connell, 1989; Vansteenkiste 2004) : (=)JtI~m~ § Ryan,. flH!~Lt 31!Z)(~ fJTtiX~,~tB1~~m~tft. '. ** ' 2003 ;. ~*. (f~ jQl9. OOAz§±.mtJflWm~§. 1999;. Wolters,. ~. et al.,. ~~tB1Tmf~AW'FFf~f.£i:AW\75tJliJ[ft. AI:E~.!.!t~1. m~~~'FFf:El tft tB §. IrWtB~.. Ryan &. ;rm. 2004). Elliot et at,. 0. mJi:ffl~lli~~Mz$7:ttftfl~~'~. , JWfrtftfl. JJ~~$mtJ~,. 7 1:31!~:g~tftflf~~tft rdJzrDJ{* 11 ' *f~~~®~~~fJT~DI:Z~gffi § ±.xM' ' ff;!tft~~~tB1TmW'[~~19:. 19:A~No~~tft~~E~mft~~:. AW\15LfS]~1ifiJ[ft~* (Grolnick &. § ±.xt~ (1l~~Jjm §. ~~ ) , § ±.mtJfI (. fllltff! -'~Jj) , JtI~m~ §. Ryan,. f.£i:Ara~ZrDJ{*,. '. 1986). 1987, 1989;. Ryan & Grolnick,. 0. (Il~. ),. ~~mJtl~m~§. ff~~Z1Tmf.£i:A (IDi'.:Z~'2C)~ff.i!J!:eJI. ' $W) &'r~~19:A ( ~~ , ~~ , mm) tfttBtft fI rDJ {* PI ~g f¥. ft $ fI (a full fI (a mediation model) ~ $ 7:t ~M'. 0. p).~~tft~J\iF*&~~mmJi:ff ~. , ft.~t~mtB3ffr~tft:fml1X12liI£tB. ~~m~*om~o/~~~/f%~tB~ ~~Z1&. '. 1if~ft*A~~t1if343A. '.

(11) ~ ~ ·tt~i; tj:r -t.. f1I 3:. iA~~~ tj:r 1.~;t,tAij 1UlHl~M 1Ul~-t.~lt. ~~. III. 169A '. :t,(~174A. 1. ~ tfBl=j:l:1)- ;Z ~~~tli\:. III 2. tfB;t 1=j:l:1)- ;Z ~~'l i\:. '. ~~'m. ~~1I-~13~OMR ~15~1 MR. ZfSfSJ~~m 14~3MF! '. 11. !. =" ~Jf~IA. *. tiff ~ rr:t~ ~ if ~:$ R:!f,f:rt; 8'9. fl*r:r:f1!I?i ji~. (five-point Likert scales)'. ~it~~ r:r pJT~~8'9ii]r{t(~ El. ~~. :>L ",J,.\,,+,.

(12) e~"',;?':Z::. 0. ~~tE I. (IFI). > : = - ' ' ' '.... -f1. ACA!=!..=J ' I ~ff~~ti~~ftJ ' I 1~;ij~i8..'t* J. AC.Al=!.'.=J. ' I. ~1i!1i!~~f* J ¥~. ~tml. f§~~~f~1\( (RFI). 1i@. I. ' 2 ' 3 ' 4 ' 55t '. m .96. m .98 ' 0. :tE{~~. '*1l~:tE~1J1~~Chronbach. a {*. I\(m .920. (.=..) § 3:.tiJ•. 5tJt~5t)j~~~tll5tt)'fIjRR5tffT~~. .:ft~. ~~8~ § :±!tIJ~t), liHJ'G1fa5c~ §. (-) § 3:.1<:1W~1t.:i:.~. I: ~ ~:$!Jl cP i'JH:!t EJ , t), liHJ'G1fa5c~ EJ Williams fD Deci ( 1996) ~ ~ ~ ( Learning Climate Questionnaire,. w.. LCQ). 0. *.it~~ff14~. ~EI3~U.it[J]fm:::r'~~~§:±J[j:!tIJ~I¥J5t. :!i~C~:tE • • ·~ • • ~·~~.. .. ~:tE!tIJ~). pJf*llr&: ' :¥t~~~fIt~. .it~cpmm~~~'~~~~lliEJatE. , ~ § ~O : I ~1:1~~1¥J~. *~fm~~$!tIJ ({9U~D. ~~fjg~ff ~~. @]~JJJ~n~? J). J. 0. Williams fO Ded t),:± gX: 5t [Z;;j 5t ffT (principal-components factor analysis) JI-LI~'~"'-'-"""--·I7<·I~v." ilJ t)'M~63%~~~ ,. o. 0. ~. ,. ~~pJTffiw:~gffiZP: B :tE~~cpfJH:!t EJ. gffiill~. RyanfDConnell (1989) ~f#lt~ § ~~fi!l ~ .it ~ (Academic Self-Regulation Questionnaire, SRQ-A) ~tj:!i~ *:!i. liHJ'G1¥t7}~}~fT.~~'[j:. (confirmatory factor analysis) , t),. I m1t~~~{i& ~~JJl *liHJ'G 0. ~~liHJ'G§I¥J'~~~~~~§:±!tIJ~ ~~I¥J~M5tJt~C~~.~&~:tE!tIJ ~) 1JDt)'~Ull ~'§Ji57~. I. 0. ~?J~.~ J. 5tll. .86) , ~U:!i~~B~ {t~ EJ al¥J1Jl{&!m~ , [Z;;jffiJ~ttrf~I:¥U Ca. LISREL cp I¥J ~ *- ~1 {J:), #:;, (Maximum Likelihood) ~rr~IQ:{6H '. M~'ffiJ~EJam.~I¥J~[Z;;j(~'[Z;;j. t~~~&~R*4~~~~T1iffl1C~tllm. ~ J 5t:!i~ztf'E1ttS7~ (a =. 232.05 (p < .05). 0. B?&T1i;f:t5E~~. , 1BJtfIQmJ!f~:f~UW~~~m~. * :. ilJ zP: ¥-:1 ~ 1PJ zP: 1i fIt ~ IQ: (RMSEA) m .06 ' ~~mlQ: (GFI) m .91 ' IDijJ ~ 1& ~ 1jC f~ IQ: (AGFI) .88 ' £ ~ ~ ~ m IQ: (NFl) .97 ' ~F£~~~f~1\( CNNFI) .98 ' tt ~ ~ ~ f~ I\( ( CFI ). mftr~J!~~JTI¥J*g§ J) ; ?f.~. I ~:tE!tIJ .86) , ~li. .it~~I¥J • •m.~[Z;;j(~I[Z;;jm.@]. ~JJJ~1ItWm J). 0. ;fi~13. ~~?J~J~fmfTm~ AI¥J1Jl{&!~. ~l¥Jif§~J[j:&f1'W1. CRP~?J[qJ.~!tIJ~7f3~) ,. ~ilJfjgfltB~EJ :±~~j;lli'G\ttJI~)jjtE¥ ~$!tIJ. CVansteenkiste et al., 2006) £ 0. ~~~~EI3'~®.~liHJ'Gtttt~~[qJ.

(13) ~ -It it. 'f :t.. a 3:. 1.#- ~ ~ 'f 1.'#' ff.t;#llijj HUl. MIijj ~:t.~ tt. 13. ~~~~II.J~W~[PJ~~fiW.II.J~ID. 1I.J:f{lUfli3":5tfr{ (autonomous motivation. ~. , tiJJjl1iJf~~~ , ji-~*5i3"fJX:ffl[3. composite ) ( Sheldon et aL, 2004;. :±'1I.J~tt-1iJf9i:~lJio. (=)il.Jt;l;fjf J~ El ~~.t.~. Vansteenkiste et al., 2004; Vansteenkiste, Zhou et a1., 2005). 0. Vansteenkiste~ A. (2005 ) , [PJ~ffl~U~5E *5*~lJi'. 'il'fftiJ. JllloJffl~§tJI&IoJ:!i~n1iJf9i:~. * ff. fD McGregor ( 2001 ) "&. Elliot. Pintrich (2000) J'iJTHHB Z IZ9IoJ N § tJ ~1oJJ]!~. , :Mf.~~~111~ (2003) ~. (suppression effects). r § tJ?i 1oJ:!i~ J "&fiW3;ft (2003) ~. (Tacq, 1997), ?i3&::fffltiia-91iJf9i:*5. rIZ9IoJN§tJ~IoJ.~Jr:p~• •loJffl. fflIlt ' Vansteenkiste~A~~1*ffl. ~§tJI&IoJ~:5t:!i~~~ffifJX:°*.~. *5i3"~ftll.J~w~[PJ~®~mi3":5tfr{~. H1lf6firp~m ' ~U:!i~±ftt:£~jE~W~I. ffl1iJf9i:~Jj. il'fffiW. ~~,m~ffl~I~'~~W~m,:Mf.. r[3. ll~~ft~f}~~P).ijJji [3 c~gj]~J[1f. ~gifi~::jm$tl%!:J!!. *. 0. 0. ,. :±'II.J~ J ~:5tfr{ (r. .87). .53, p < .001, a. 1tJ~~rr~fr{{~[t , mM*~. 0. 159.3 5. ~,. m; 1tJ. ( RMSEA) ffl .07 ~ ~. ~. ffl. ~. .90' .97' ~¥ .97, tt.. tN. ~~B. Likelihood) jifT~fr{{~H ' *5*~7G. 14.05. (p. = .05). 0. jtf&m~mtJ~~. {* fr{. :zP: ¥-j m; fPJ :zP: n ~ m{* fr{ ffl .05. 0. ~grc;1l'jfr{. (RMSEA). (GFI) ffl .99 '. ~. fr{ (AGFI). ~wef~fr{ (NFl) ffl .99 ' ~F£~~ffi::. fr{ (NFl). f~fr{ (NNFI) ffl .99 ' tt.~~ffi::1~~. fr{ (NNFI). ~. (RFI). 1tJ 1t:. (Maximum. ~~~ffi::fl'jfr{ (AGFI) ffl .96 ' £~. (. ( CFI ). ffl .98 ' ijJ:!i~wemfr{ (IFI) ~§IHl~ffi::f~fr{. * m;. GFI ). 0. .94' ~~1~~we. fJX: JEit § tJ ~ ~ , [QJ ff P).. 7GW~~~Wt~~z~ffi::N~§&,J]!~ :. B~-F. ¥-j. ~IH~[ Z. ~~WD~~~~ffi::NZ-Fn~[t.ffl. ~ jl Jf9.:ll~Hfr:LIt Z -F. ft~. *1iJf9i:p).,~~Jt1rzg*:5t~JT~,~tt. LISREL r:p a-9 :fflt. 1iJf ~ ~ [PJ ffP).LISREL r:p S-9 :Itt*: m;. (p < .05). 0. ~. 0. *~i@!~~J[j:rzg*:5t~JT~,~f~ , o. ID. .96. .98 ' 0. J:mJ;~. ~*2i*~~.Vansteenkiste~ AZ:±.5i '. ( CFI) ffl .99 ' .99 ' ~§ .98. 0. IHl. ijJ.~~Gfl'j~. (IFI). ~ we f~ ~ (RFI). ft{ElNnIID ' *1iJf9i:pJT~U1~* Chronbach a {*~. '[j:) ffl .84. 0. (~gG-¥~.

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