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題名：六向度數學成就目標之驗證
書刊名：臺北市立大學學報
作者：吳中勤 引用關係
作者(外文)：Wu, Chung-chin
出版日期：2014
卷期：45:1
頁次：頁21-41
主題關鍵詞：成就目標；目標導向；跨文化驗證；Achievement goal；Goal-orientation；Cross-cultural examination
原始連結：連回原系統網址new window
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  • 共同引用共同引用:98
  • 點閱點閱:122
十多年來，廣為國內外研究者採用之四向度成就目標理論架構，近來遭遇到了測量與再概念化的諸多問題，然而，至今仍缺乏相關研究的注意，可能導致嚴重的誤評及研究結果的錯誤詮釋。本研究之主要目的在於修正成就目標之問題，並編製適合用於測量國內國中學生成就目標之六向度成就目標量表，以提供跨文化驗證的證據。本研究分別以121位與275位國中學生進行量表之預試與正式施測。正式問卷包含六個分量表，共計18個題項。經描述性統計、多元迴歸分析、驗證 性因素分析及模式的比較後，研究結果顯示六向度成就目標測量：（1）反應出與過 去研究不同之集中、離散與性別差異情形；（2）具有極佳的內部一致性信度；（3）具有優良的整體模式適配度、簡效性以及內在結構適配度。根據本研究之發現，於文末提出供未來研究與教育實務工作者參考之建議。
The 2 × 2 achievement goal theory has been adopted by numerous researchers worldwide for more than a decade. Recently, it suffered many critiques on its measurement and re-conceptualization. However, little attention is focused on these issues, which may result in serious and erroneous measuring, and misinterpretation of results. The main purpose of this study is to revise problems in achievement goal measurement and to compile 3 × 2 achievement goal questionnaire, which may be suited for measuring junior high school students' achievement goals, and provide evidence through cross-cultural examination. 121 and 275 junior high school students participated in the pilot and formal studies respectively. There are six sub-scales with a total of 18 items in the official questionnaire. Results were drawn by using descriptive statistics, multiple regression, confirmatory factor analysis, and model comparison, which indicated that the 3 × 2 achievement goal questionnaire: (1) showed different centralization, deviation, and gender differences tendency; (2) is excellent in its internal consistency and reliability; (3) is good in its overall model fit, parsimony, and internal structure fit. Finally, suggestions are offered for future research and practices based on findings.
期刊論文
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14.Elliot, A. J.、McGregor, H. A.、Gable, S.(1999)。Achievement goals, study strategies, and exam performance: A mediational analysis。Journal of Educational Psychology，91(3)，549-563。  new window
15.程炳林(2003)。四向度個人目標導向模式之研究。師大學報：教育類，48(1)，15-40。  延伸查詢new window
16.侯玫如、程炳林、于富雲(20040300)。國中生多重目標導向與其自我調整學習之關係。教育心理學報，35(3)，221-247。new window  延伸查詢new window
17.蘇嘉鈴、程炳林(20050600)。國中生行動導向、目標導向與動機調整策略之關係。教育心理學報，36(4)，395-415。new window  延伸查詢new window
18.林宴瑛、程炳林(20071200)。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39(2)，173-194。new window  延伸查詢new window
19.王永裕、吳璧如(20070600)。國中、小學生成就目標導向型態與其認知投入、考試焦慮、數學成就的關係。彰化師大教育學報，11，25-50。new window  延伸查詢new window
20.張映芬、程炳林(20111200)。國中生動機涉入之分類結構及其相關因素探討。教育心理學報，43(2)，521-546。new window  延伸查詢new window
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23.Elliot, A. J.、Murayama, K.(2008)。On the measurement of achievement goals: Critique, illustration, and application。Journal of Educational Psychology，100(3)，613-628。  new window
24.Elliot, A. J.、Murayama, K.、Pekrun, R.(2011)。A 3×2 achievement goal model。Journal of Educational Psychology，103(3)，632-648。  new window
25.Harackiewicz, J. M.、Barron, K. E.、Tauer, J. M.、Elliot, A. J.(2002)。Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance from Freshman Year through Graduation。Journal of Educational Psychology，94(3)，562-575。  new window
26.Harackiewicz, Judith M.、Barron, Kenneth E.、Tauer, John M.、Carter, Suzanne M.、Elliot, Andrew J.(2000)。Short-term and long-term consequences of achievement goals: Predicting interest and performance over time。Journal of Educational Psychology，92(2)，316-330。  new window
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43.Conroy, D. E.、Elliot, A. J.、Hofer, S. M.(2003)。A 2×2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity。Journal of Sport and Exercise Psychology，25(4)，456-476。  new window
44.McGregor, H. A.、Elliot, Andrew J.(2002)。Achievement goals as predictors of achievement-relevant processes prior to task engagement。Journal of Educational Psychology，94(2)，381-395。  new window
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學位論文
1.何炳輝(2008)。不同成就目標的內涵及其影響(碩士論文)。臺灣大學，臺北市。  延伸查詢new window
2.江依芳(2009)。大學生學業拖延模式分析(碩士論文)。國立成功大學，Tainan, Taiwan。  延伸查詢new window
3.朱怡珊(2009)。國小音樂資優生知識信念及其對目標導向之影響(碩士論文)。國立臺北教育大學。  延伸查詢new window
4.江羽慈(2010)。2×2成就目標之因素結構與預測效用研究(博士論文)。國立交通大學。new window  延伸查詢new window
5.陳穎(2009)。國小高年級學童數學領域之成就目標導向、情境興趣與自我效能間之關係研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
6.蘇嘉鈴(2004)。國中生行動/狀態導向、目標導向與動機調整策略之關係(碩士論文)。國立成功大學。  延伸查詢new window
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8.廖真瑜(2005)。國中學生自我效能，目標導向，課業任務，價值與學業延宕之關係研究(碩士論文)。國立彰化師範大學，彰化。  延伸查詢new window
9.林哲宇(2010)。ARCS融入體驗式學習之學習活動中目標導向與教學策略對國小生電腦技能學習之影響(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
10.林明穎(2007)。目標導向與績效之關係研究--工作特性之調節效果(碩士論文)。東吳大學。  延伸查詢new window
11.謝岱陵(2003)。國中生四向度目標導向之中介效果分析(碩士論文)。國立成功大學。  延伸查詢new window
12.黃豊茜(2010)。學業情緒歷程模式：探析情緒調整策略的效果(碩士論文)。國立成功大學。  延伸查詢new window
13.林易慧(2005)。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之影響(碩士論文)。國立成功大學。  延伸查詢new window
14.林宴瑛(2006)。個人目標導向、課室目標結構與自我調整學習策略之關係及潛在改變量分析(碩士論文)。國立成功大學。  延伸查詢new window
15.張映芬(2008)。國中生動機涉入之建構及其相關因素之探討(碩士論文)。國立成功大學。  延伸查詢new window
16.林妙貞(2007)。國小學童創意自我效能、目標導向、依附關係與創意活動投入及創意表現之關係--以科展團隊為例(碩士論文)。國立臺北教育大學。  延伸查詢new window
17.施怡如(2011)。國中生個人目標導向與考試情緒之關係：知覺的測驗威脅與情緒調整之調節效果分析(碩士論文)。國立成功大學。  延伸查詢new window
圖書
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圖書論文
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