國小學童對目標取向與學習成就關係之研究

Elementary School Students' Perceptions of Teachers' Expectations, Parenting Beliefs and Parenting Styles on Achievement Goal Orientations and Academic Achievement

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

《測驗統計年刊》 10期 (2002/12) Pp. 39-74

https://doi.org/10.6773/JRMS.200212.0039

摘要

研究之主要目的，在淤探討教師教學期望、父母親管教信念和管教方式對國小學童成就目標取向與學習成就之影響。研究對象共二百六十八位國小五、六年級學生，採問卷調查法，主要以典型相關、單因子變異數分析與迴歸分析進行統計處理。
本研究的結果歸納如下：
一、國小高年級學童教師教學期望與學童之成就目標取向有典型相關存在。透過典型因素變項，教師教學期望可以解釋成就目標取向總變異量的6.2%。
二、國小高年級學童父母親管教信念與學童之成就目標取向有典型相關存在。透過典型因素變項，父母親管教信念可以解釋成就目標取向總變異量的14.9%。
三、國小高年級學童父母親管教方式與學童之成就目標取向有典型相關存在。透過典型因素變項，父母親管教方式可以解釋成就目標取向總變異量的13.1%。
四、國小高年級學童持不同的成就目標取向對於其學習成就有顯著的差異性。
五、國小高年級學童之「工作逃避目標取向」、父母親之「負向取向信念」與教師之「學習取向期望」能有效解釋學童學習成就總變異量的14%。

關鍵字

成就目標取向 ； 父母親管教方式 ； 學習成就

並列摘要

The purpose of this study was to investigate the elementary school students' perceptions of teachers' expectation, parenting beliefs and parenting styles on their achievement goal orientations and academic achievement. Two hundred sixty eight fifth-and sixth-grade children participated in this study. Canonical correlation analysis, one-way ANOVA and stepwise regressions and were conduct to do the data analysis.
The results of this study were summarized as follows:
1. There was canonical correlation relationship between teachers' expectation and children's goal orientation. Teachers' expectation factors could account for 6.2% from the variance of children's goal orientation.
2. There was canonical correlation relationship between parenting beliefs and children's goal orientation. Parenting beliefs factors could account for 14.9% from the variance of children's goal orientation.
3. There was canonical correlation relationship between parenting styles and children's goal orientation. Parenting styles factors could account for 13.1% from the variance of children's goal orientation.
4. Children with different achievement goal orientations were significant difference on academic achievement.
5. Children with work-avoiding goal orientation, parent with negative orientation beliefs, and teachers with learning goal expectation were account for 14% from the variance of children's academic achievement.

並列關鍵字

Achievement Goal Orientations ； Parenting Styles ； Achievement

參考文獻

Ames, C.,Archer, J.(1987).Mothers` beliefs about the role of ability and effort in school learning.Journal of Educational Psychology.78(4),409-414.

Ames, C.,Archer, J.(1988).Achievement goals in the classroom: Students` learning strategies and motivation processes.Journal of Educational Psychology.80,260-267.

Ames, C.,D.H. Schunk(Eds.),J.L. Meece(Eds.)(1992).Student perceptions in the classroom.Hillsdale, NJ:Lawrence Erlbaum.

Ames, C.,M. Maehrand(Eds.),D. Kleiber(Eds)(1987).Advances in motivation and achievement: Enhancing motivation.Greenwich, CT:JAI Press Inc..

Ames, C.,R. Ames(Eds.),C. Ames(Eds.)(1984).Research on motivation in education.Academic Press.