目標層次與目標導向對大學生自我調整學習歷程之影響

The Effects of Goal Orientation and Goal Specificity on College Students' Self-Regulated Learning

毛國楠(Kuo-Nan Mao) ； 程炳林(Biing-Lin Cherng)

《教育心理學報》 26期 (1993/07) Pp. 85-106

https://doi.org/10.6251/BEP.19930701.5

摘要

本研究採2（學習目標與表現目標）×2（明確目標與無特定目標）設計，探討目標導向與目標層次對自我調整歷程之效果。以127名修習教育心理學之大學生為對象，分派到四個實驗組，讓他們書寫四篇讀書摘要，並測量他們對策略的運用、目標再設定、自我效能、興趣、表現的滿意度及成敗歸因等自我調整歷程的反應“實驗者並在受試完成第三篇讀書摘要之後，給予負向回體。負向回體前後所得結果極為相似。(1)目標導向與目標明確度交互作用的效果極少。(2)不同目標導向組型的受試在學習策略、興趣、目標再設定、成功的努力歸因及失敗的難度歸因有差異。(3)目標明確度只在負向回鐀階段對學習策略。成敗歸因有效果。(4)學習目標導向與學習策略。興趣、表現的滿意度、自我效能、目標再設定、成敗歸因等自我調整歷程有關聯，而表現目標導向只和歸因有關。本文最後從社會認知論探討目標導向與目標明確度交互作用不顯著的原因及本研究在教學上的涵意。

關鍵字

目標設定 ； 目標導向 ； 自我調整學習

並列摘要

The purpose of this study was to examine the effects of goal orientation and goal specificity on students' self-regulation. A 2 (learning goal vs. performance goal) by 2 (goal specificity vs. no goal) design was adopted. One hundred and twenty-seven college students, who majored in educational psychology course, were randomly assigned to the four experimental conditions: learning goal with goal specificity, learning goal with no goal, performance goal with goal specificity, and performance goal with no goal. Subjects summarized reading materials in four trials and completed a set of questionnaires designed to assess their learning strategies, self-setting goal, task interest, self-evaluative reactions, and performance at the last two trials. Subjects were given negative feedback on the third trial.
The results indicated: (1) that the interaction effects of goal orientation and goal specificity on self-regulation were small; (2) that self- regulatory variables, including learning strategies, task interest, self-setting goal, attribution to efforts after success, and attribution to difficulty after failure, varied as a function of students' goal orientation; (3) that the partial effects of goal specificity on learning strategies and causal attribution were reported after negative feedback; and (4) that learning goal was positively linked to the use of self-regulatory processes measured in this study.
The results of this study were interpreted in terms of social cognitive theory and educational implications were also discussed.

並列關鍵字

Goal Setting ； Goal Orientation ； Self Regulated Learning