本研究旨在探討國中生數學之成就目標與自我效能、不適應學習行為和學習成就之關係。因此本研究以574名國中生為研究對象。研究工具包括成就目標導向量表、自我效能量表、不適應學習行為量表等。分析結果顯示:(l)持高精熟/中趨向/低避免比持中精熟/高趨向/高避免與中精熟/中趨向/中避免學生有顯著較高的自我效能。(2)持中精熟/高趨向/高避免與中精熟/中趨向/中避免比持高精熟/中趨向/低避免學生有顯著較多不適應學習行為,但亦有較低的學習成就。(3)國中學生持避免表現目標,學生愈容易產生不適應學習行為;國中生愈是持精熟目標導向者、高自我效能者,較不容易產生不適應學習行為。(4)國中學生本身愈是高自我效能,其學習成就愈高;國中生之避免表現目標傾向愈高、愈有避免新奇事物學習行為,學生學習成就愈低。(5)國中男同學在學習方面較女同學有較多的避免尋求協助、自我設限行為產生。
The purpose of this study was to investigate the goal orientation, on students' self-efficiency, avoid-learning behaviors and academic achievement. Two hundred ninety-six junior high school students was included in this study. Research instruments included achievement goal orientation scale, self- efficiency scale and avoid-learning behaviors scale. The result of this study showed: (1) Students with high mastery/ medium performance-approach/ low performance-avoid goal orientation had higher self-efficiency than the students with medium master/ high performance-approach / high performance-avoid and medium master/ medium performance-approach/ medium performance-avoid goal orientation. (2) Students with medium mastery/ high performance-approach/ high performance-avoid and medium master/ medium performance-approach / medium performance-avoid goal orientation had higher on avoid-learning behaviors, but lower academic achievement than the students with high master/ medium performance-approach/ low performance-avoid goal orientation. (3) When students performance-avoiding goal orientation, they would had higher avoid-learning behaviors; When students mastery goal orientation, and higher self-efficiency, they would have lower avoid-learning behaviors. (4) Students with higher self-efficiency had higher academic achievement; students with more performance-avoid goal orientation and avoiding novelty, they had lower academic achievement. (5) Male students had more avoiding help-seeking and self-handicapping than female students.