本研究旨在探討個人目標導向、課室目標結構、自我調整與自我效能間的關聯性。本研究採問卷調查法,調查對象為桃園縣國民小學五、六年級學童,有效樣本數為574位,問卷回收可用率為97.8%。使用工具包含個人目標導向量表、課室目標結構量表、自我效能知覺量表與自我調整學習策略量表。經描述統計、t考驗、積差相關、典型相關、多元迴歸分析、逐步多元迴歸分析、階層迴歸分析與路徑分析,得致以下結果: 一、由現況分析得知:學童具有高的趨向精熟與逃避精熟目標導向,以及中等的趨向表現與逃避表現目標導向;知覺到高的趨向精熟與逃避精熟目標結構,以及低的趨向表現與逃避表現目標結構;中上的自我調整與中等的自我效能知覺。 二、五年級學童在趨向精熟目標導向、趨向表現目標導向、逃避表現目標結構、自我調整與自我效能上顯著高於六年級學童;男學童則在逃避表現目標導向、趨向表現目標結構、逃避表現目標結構與自我效能上顯著高於女學童,女學童則在逃避精熟目標導向上顯著高於男學童。 三、學童之個人目標導向、課室目標結構、自我調整與自我效能間具顯著相關。 四、課室目標結構能預測個人目標導向、自我效能與自我調整;課室目標結構與個人目標導向能預測自我效能與自我調整;課室目標結構、個人目標導向與自我效能可預測自我調整。 五、本研究所提之路徑模式與國小學童的觀察資料可以適配(卡方值為18.16、p值為.11)。 根據本研究結果,對教師之教學與輔導方面提出建議,並對未來研究方向之提出建議。
The purpose of this study was to explore the relationships among individual goal orientations, classroom goal structures, self-regulation and self-efficacy. Subjects were sampled from public elementary schools in Taoyuan county. The valid return rate was 97.8% and the valid sample was 574 5th and 6th grade students. The instruments used in this study were the Individual Goal Orientation Scale, the Classroom Goal Structure Scale, the Self-Efficacy Scale, and the Self-Regulation Scale. The statistics used in the present study were descriptive statistics, t-test, Pearson’s product-moment correlation, canonical correlation, multiple regression, hierarchical regression, and SEM analysis. The results were as the following: 1. The approach-mastery and avoidance-mastery goal orientation of students were at high degree. The approach-performance and avoidance-performance goal orientation were at middle degree. The approach-mastery and avoidance-mastery goal structure were at high degree. The approach-performance and avoidance-performance goal structure were at low degree. The self-regulation of students was at high degree, and the self-efficacy was at middle degree. 2. 5th grade students received higher scores than 6th students in the following dimension: approach-mastery goal orientation , approach-performance goal orientation, avoidance-performance goal structure, self-regulation and self-efficacy. Male students received higher scores than female students in the following dimension: avoidance-performance goal orientation, approach-performance goal structure, avoidance-performance goal structure, and self-efficacy. Female students had higher avoidance-mastery goal orientation than male students. 3. Students’ individual goal orientations, classroom goal structures, self-regulation and self-efficacy were significantly correlated. 4. Classroom goal structures could predict individual goal orientations. Classroom goal structures and individual goal orientations could predict self-efficacy and self-regulation. Classroom goal structures, individual goal orientations and self-efficacy could predict self-regulation. 5. The causal path model was validated by SEM analysis ( =18.16, p=.11). According to the results above, offering suggests to teachers and future research.