課室目標結構對個人目標導向的調節效果

宋秋美; 程炳林; 周啟葶

doi:10.6251/BEP.20090506

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P99 - 121

Social Sciences > Psychology
Social Sciences > Education

DOI： 10.6251/BEP

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課室目標結構對個人目標導向的調節效果

Moderating Effects of Classroom Goal Structures on 4-Dimensional Goal Orientation Causal Model

宋秋美(Chyou-Mi Sung) ；程炳林(Biing-Lin Cherng) ；周啟葶(Chi-Ting Chou)

教育心理學報； 42卷1期 (2010 / 09 / 01) ， P99 - 121

繁體中文 DOI： 10.6251/BEP.20090506

目標導向；課室目標結構；結構方程模式；調節效果； classroom goal structures ； goal orientation ； Structural Equation Modeling SEM ； moderating effects

Abstract │ Reference (38) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The view of social cognitive theory has always emphasized that learning motivation is influenced by the interaction between personal learner and his perceptions of classroom situations, but very few empirical studies have explored moderating effects of different classroom situations on the relations among personal learning motivation, learning strategies or achievement. Based on English learning, the purpose of this study was to: (a) test the 4-dimensional goal orientation causal model with empirically observed data; (b) analyze the moderating effects of classroom goal structures on the dependent variables of 4-dimensional goal orientation causal model. The participants were 1,261 students from 17 senior high schools. The observed data were analyzed by SEM and multi-sample analysis. The results of this study show that: (a) the theoretical model is appropriate to examine the empirically observed data; (b) the following relations are moderated by students' perceptions of classroom goal structures: direct effects of mastery avoidance goal, performance approach goal and performance avoidance goal on deep English learning strategies, direct effect of performance avoidance goal on English achievement test, direct effect of deep English learning strategies on English achievement test. Such findings support normative goal theories and multiple goal theories, but do not support revised goal theories. Lastly, implications for instructional practice and future research were discussed.

Reference ( 38 ) 〈TOP〉

程炳林(2006)。主觀能力與逃避策略之關係。師大學報：教育類，51(2)，1-24。
連結：
吳靜吉、余民寧、陳嘉成、林偉文（1999）：內隱智力理論量表的建立與修訂。未出版。
Ames, C.,Archer, J.(1988).Achievement goals in the classroom: Students' learning strategies and motivation processes.Journal of Education Psychology,80(3),260-267.
Bandura, A.(1986).Social foundations of thought and action: Social cognitive theory.Englewood Cliffs, NJ:Prentice-Hall.
Barron, K. E.,Harackiewicz, J. M.(2001).Achievement goals and optimal motivation: Testing multiple goals models.Journal of Personality and Social Psychology,80(5),706-722.

Times Cited ( 3 ) 〈TOP〉

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