本研究的研究目的有二,一為驗證六向度成就目標量表;二為檢驗六向度成就目標量表的理則效度(nomological network),即是以智力內隱理論(增加論與實體論)、成就動機理論(追求成功與避免失敗)為前置變項,創意自我效能與創意教學表現為結果變項,進行理則效度的檢驗。本研究以問卷調查法蒐集資料,研究對象為全國北中南東四區不同學校規模的國中教師,回收有效問卷712份,來自34所學校,任教九大領域。採取競爭模型的研究取向,以潛在變項回歸模型進行資料分析,研究結果顯示:(1)六向度目標導向量表整體適配度良好,六個向度的組合信度皆高於.91、收斂效度與區別效度良好,內部一致性佳。(2)一階六向度模型比起二向度、三向度、四向度模型最適合用來測量國中教師的成就目標。(3)前置變項能預測六向度成就目標,六向度成就目標也能預測結果變項,表示六向度成就目標可以解釋國中教師之觀察資料。最後依據研究結果提出理論與實務意涵,並說明研究限制以供後續研究參考。
The purposes of present study were to testing (1) the 3×2 achievement goal questionnaire (2) the 3×2 achievement goal questionnaire nomological network. The survey method was used to collect data. Study samples were 712 teachers from 34 junior high schools. Using competing model and Potential variables regression model for data analysis, the result indicated that:(1) the 3×2 achievement goal questionnaire as a whole is good, the combination of the six dimensions of reliability were higher than .91, convergent validity and discriminant validity good, good internal consistency,(2) Six Dimensions of a first-order model is best suited for junior teachers measure achievement goals,(3) Antecedent variables can predict the 3×2 achievement goals, 3×2 achievement goals can predict outcome variables, indicating that 3×2achievement goals may explain the observed teachers in the country of data. Implications and suggestions for research and practice were discussed.