大學生之目標取向、學習策略與學習成就之關係

Effects of College Students' Goal Orientation on Learning Strategies and Academic Achievement

林啟超(Chi-Chau Lin) ； 謝智玲(Chih-Ling Hsieh)

《大葉學報》 12卷2期 (2003/12) Pp. 123-136

https://doi.org/10.7119/JDYU.200312.0123

摘要

本研究旨在探討成就目標取向對大學生在學習策略和學習成就之關係，以及目標取向和學習策略對學習成就之預測性。本研究以九個「普通心理學」班級的學生為研究對象，學生共三百三十人。主要的研究結果顯示: (1)持高精熟/高趨向者會使用較佳的激勵學習策略。(2)持高逃避者會使用較多自我設限策略。(3)女學生在訊息處理與後設認知策略方面優於男學生。(4)管理學院學生有著最佳的自我效能。(5)女生在學習成就上優於男生。(6)外語學院的學生有著最高的學習成就。(7)「逃避表現」、「精熟目標」能顯著預測大學生之自我設限策略;而訊息處理策略則能有效預測學生的學習成就。

關鍵字

目標取向 ； 學習策略 ； 自我設限 ； 學習成就

並列摘要

The purpose of this study was to investigate the effects of college students’ goal orientation on learning strategies and academic achievement and also to test goal orientations and learning strategies to predict academic achievement. Three hundred thirty college students from nine classes participated in this study. The results showed: (1) Students with high mastery/high performance-approach goal orientation tended to use better motivated learning strategies than students with other orientations. (2)Students with high performance-avoidance goal orientation tended to use more self-handicapping strategies than students with other orientations. (3)Female students used better learning strategies in both cognition and metacognition than male students. (4)Students from the School of Management had the best self-efficacy. (5)Women had better academic achievement than men. (6)Students from the School of Foreign Languages had better academic achievement than others. (7)Performance-avoidance and mastery goals can predict students’ use of self-handicapping strategies. And cognition strategies can predict students’ academic achievement.

並列關鍵字

goal orientation ； learning strategy ； self-handicapping ； achievement