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題名：國小教室目標結構之形成及其與學生目標取向對學業逃避行為之影響模式探究
作者：謝志偉
作者(外文)：Hsieh, Chih Wei
校院名稱：高雄師範大學
系所名稱：教育學系
指導教授：陳密桃
吳裕益
學位類別：博士
出版日期：2012
主題關鍵詞：教室目標結構；目標取向；學業逃避行為；自我設限行為；逃避求助行為；階層線性模式；classroom goal structure；goal orientation；academic avoidance behavior；self-handicapping；avoidance of help-seeking；HLM
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本研究旨在探討教室目標結構形成的原因，及其與學生的教室目標結構知覺、目標取向與學業逃避行為間的關係。本研究採質性訪談法與問卷調查法進行。質性訪談樣本包含5位現職的國小教師；問卷調查之兩次預試樣本共包括高雄市634位正式教師，以及全國北、中、南、東四區40所國小高年級班級中的1069位學生及其40位導師為正式樣本。研究工具包括訪談大綱、「國小教室目標結構成因量表」、「國小教室目標結構知覺量表」、「國小學生目標取向量表」以及「國小學生學業逃避行為量表」等。採用歸納分析法、探索性因素分析、驗證性因素分析以及階層線性模式（HLM）等方式進行統計分析。
本研究之主要發現如下：
一、根據質性訪談歸納的結果，可能影響教室目標結構形成的原因有：「教師效能」、「多元價值觀」、「自我反省與修正」、「學校文化知覺」、「同理心」、「亦師亦友」、「支持性互動」、「任務」、「權威」、「認可」、「分組」、「評量」與「時間」等因素。
二、經歸納所編製而成的「國小教室目標結構成因量表」，包含「精熟目標文化知覺量表」、「師生關係量表」及「班級經營實務量表」等子量表，在經過探索性與驗證性因素分析的考驗下，都顯示具有良好的信、效度。
三、在經過階層線性模式對觀察資料的考驗後發現，13個可能影響教室目標結構的因素中，「教師效能」、「自我反省與修正」、「亦師亦友」、「支持性互動」、「任務」、「評量」與「時間」等7個因素能夠顯著的解釋三種教室目標結構知覺的班級間差異。
四、兩種教室目標結構與兩種目標取向皆能直接預測學生學業逃避行為，符合三者直接效果的假設。
五、精熟目標結構透過學生精熟目標取向，間接影響學生的逃避求助行為，代表三者間存在著部分中介的效果。
六、趨向表現目標結構、學生的精熟目標取向與自我設限行為之間存在著交互作用；前者具有調節後兩者間關係的功能。
最後，根據以上發現提出具體建議，以供教師、學校及教育研究相關機構與後續研究之參考
The purpose of this study is to explore the affecting factors of classroom goal structure, and to verify the correlational model of classroom goal structure, goal orientation, and academic avoidance behavior. To accomplish these aims, in-depth interview and questionnaire survey are conducted, with a sample of 634 elementary school teachers and 1069 students in Taiwan. The study is mainly based on the data from interview schedule, Teachers’ Classroom Goal Structure Factor Scale, Students’ Classroom Goal Structure Perception Scale, Goal Orientation Scale, Classroom Management Scale, and Academic Avoidance Behavior Scale. Inductive analysis, exploratory factor analysis（EFA）, confirmatory factor analysis（CFA）, and hierarchal linear model（HLM）are used to analyze the data.
The main findings are as follows:
1.Based on the results of inductive analysis, 13 factors are founded in terms of affecting students’ perceptions of classroom goal structure, including teacher efficacy, multi-values, self-reflection and correction, perception of school culture, sympathy, teacher as a friend, supporting interaction, task, authority, recognition, grouping, evaluation, and time strategy.
2.By the test of EFA and CFA, all the three subscales of the Teachers’ Classroom Goal Structure Factor Scale show acceptable internal consistency and validity.
3.The results of HLM analysis showed that 7 of 13 factors can significantly explain the difference of perceptions of classroom goal structure among these classrooms.
4.Mastery goal and performance-approach goal structure are direct predictors of academic avoidance behavior (self-handicapping and avoidance of help-seeking); the hypothesis of direct effect model was supported.
5.Mastery goal structure indirectly influences help-seeking avoidance according to their impact on the adoption of mastery goal orientation; the hypothesis of indirect effect model is supported.
6.Performance-approach goal structure can moderate the influence of mastery goal orientation on self-handicapping behavior; the hypothesis of interaction effect model is supported.
Finally, based on these findings, a call is made for more research, and several suggestions are proposed to primary school teachers and educational administrations.
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