父母親成就教養取向、課室目標結構對高職學生之成就目標與學習行為之關係

The Relations among Parenting Orientation, Classroom Goal Structure, Achievement Goal, and Learning Behavior of Vocational High School Students

林啟超(Chi-Chau Lin)

《測驗統計年刊》 16期_下 (2008/12) Pp. 59-84

https://doi.org/10.6773/JRMS.200812.0009

摘要

本研究主要在探討父母親成就教養取向、課室目標結構對高職學生之成就目標與學習行為之關係。採問卷調查法，研究的對象包含台中縣（市）、彰化縣、南投縣、雲林縣及嘉義縣11所職業學校17個班級，共640位學生。 研究結果發現： 一、高職男生較女生少尋求協助；農業類科學生較工業類科學生易採取自我設限。 二、學習教養取向和課室精熟結構可以正向預測認知策略、後設認知及尋求協助；表現教養取向及負向教養取向正向預測自我設限。 三、精熟目標正向預測後設認知、認知策略及尋求協助；自我防衛和工作逃避正向預測自我設限，但負向預測認知策略、後設認知及尋求協助。 四、學習教養取向正向預測精熟目標和自我提升，但負向預測自我防衛；表現教養取向正向預測自我提升、自我防衛及工作逃避；負向教養取向正向預測自我防衛和工作逃避。 五、課室精熟結構正向預測精熟目標、自我提升；課室表現結構正向預測自我防衛和工作逃避。 六、父母親成就教養取向、課室目標結構與學習行為間的關係受到個人成就目標的中介，其中以學習教養取向透過精熟目標對學習行為產生的效果最強。本研究依研究結果在理論上的涵義進行討論，並提出未來研究的建議。

關鍵字

父母親成就教養取向，課室目標結構 ； 成就目標 ； 學習行為

並列摘要

The purpose of this study was to examine the relations among parenting orientation, classroom goal structure, achievement goal, and learning behavior of vocational high school students. Six hundred forty students from seventeen classes participated in this study. A self-report measure perceptions of students' parenting orientation, classroom goal structure, achievement goal and learning behavior was administered.
The results of this study showed: (a) male students had less help-seeking than female students; students from Agriculture used more self-handicapping than students from Industry; (b) both parenting with learning orientation and mastery goal structure were positively predicted cognitive strategies, metacognitive strategies and help-seeking; parenting with performance orientation and parenting with negative orientation were positively predicted self-handicapping; (c) one's mastery goal was positively predicted cognitive strategies, metacognitive strategies, and help-seeking; both self-defeating goal and work-avoiding goal were positively predicted self-handicapping, but was negatively predicted cognitive strategies, metacognitive strategies, and help-seeking; (d) parenting with learning orientation was positively predicted one's mastery goal and self-enhancing goal, but was negatively predicted self-defeating goal; parenting with performance orientation was positively predicted self-enhancing goal, self-defeating goal, and work-avoiding goal; parenting with negative orientation was positively self-defeating goal and work-avoiding goal; (e) mastery goal structure was positively predicted one's mastery goal and self-enhancing goal; performance goal structure was positively self-defeating goal; (f) individual achievement goal orientation was the mediator among parenting orientation, classroom goal structure, and learning behavior. In addition, the relations between the parenting with learning orientation and learning behavior were mediated through one's mastery goal. In the conclusion, the implication of theory and research are discussed.

並列關鍵字

parenting orientation ； classroom goal structure ； achievement goal ； learning behavior

參考文獻

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