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題名：超越四向度：六向度目標導向模式之驗證與分析
書刊名：教育心理學報
作者：林宴瑛 引用關係／程炳林 引用關係
作者(外文)：Lin, Yen-ying／Cherng, Biing-lin
出版日期：2014
卷期：46:1
頁次：頁117-140
主題關鍵詞：目標導向；考試情緒；課室目標結構；競爭模式；Classroom goal structure；Competitive model；Goal orientation；Test emotion
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  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:108
  • 點閱點閱:89
目標導向研究者新近主張以工作／自我／他人參照標準及趨向／逃避焦點建構目標導向理論，將目標導向區分為工作趨向、自我趨向、他人趨向、工作逃避、自我逃避及他人逃避六種目標。本研究目的在於考驗依據前述主張所建構的六向度目標導向模式是否更能解釋實際的觀察資料，並分析六向度目標導向與課室目標結構、考試情緒間的關係。為完成上述研究目的，本研究抽取台灣地區722名國中生，所蒐集資料以結構方程模式、模式比較法進行統計考驗。研究結果顯示六向度目標導向模式具有理想的整體適配度、內在品質、幅合與區別效度，適合用來解釋國中生的觀察資料。六種目標導向與課室目標結構、考試情緒具有不同關係。課室目標結構方面，趨向精熟目標結構最能正向預測工作趨向與自我趨向目標；逃避精熟目標結構最能正向預測工作逃避與自我逃避目標；趨向表現目標結構最能正向預測他人趨向目標；逃避表現目標結構最能正向預測他人逃避目標。考試情緒方面，趨向的目標能正向預測正向考試情緒，負向預測負向考試情緒；逃避的目標則負向預測正向考試情緒，正向預測負向考試情緒。本研究根據研究結果在理論上的涵義進行討論，並提出未來研究之建議。
A 6-dimensional goal orientation model has been recently proposed with three types of references (i.e., task/self/other) and two focuses (i.e., approach/avoidance): task-approach, self-approach, other-approach, task-avoidance, self-avoidance, and other-avoidance. This study was an attempt to test a confirmatory factor analysis model of the 6-dimensional goal orientation theory by using structural equation modeling (SEM) and model comparison approach. Furthermore, the relationships of these goal orientations with classroom goal structures and test emotions were tested. The participants were 722 junior high school students. The theoretical model fitted the observed data well, supporting the 6-dimensional goal orientation theory. The results of this study also showed that the 6 goals were associated with classroom goal structures and test emotions. In terms of classroom goal structures, the approach mastery goal structure most strongly and positively predicted the task-approach goal and self-approach goal; the avoidance mastery goal structure most strongly and positively predicted the task-avoidance goal and self-avoidance goal; the approach performance goal structure most strongly and positively predicted the other-approach goal; and the avoidance performance goal structure most strongly and positively predicted the other-avoidance goal. In terms of test emotions, approach goals positively predicted the positive test emotions and negatively predicted the negative test emotions; conversely, avoidance goals negatively predicted the positive test emotions and positively predicted the negative test emotions. The implications for this theory and future research were discussed.
期刊論文
1.Kleine, M.、Goetz, T.、Pekrun, R.、Hall, N.(2005)。The structure of students' emotions experienced during a mathematical achievement test。ZDM，37(3)，221-225。  new window
2.Pekrun, R.、Goetz, T.、Perry, R. P.、Kramer, K.、Hochstadt, M.、Molfenter, S.(2004)。Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ)。Anxiety, Stress, and Coping，17(3)，287-316。  new window
3.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
4.Kaplan, A.、Midgley, C.(1997)。The effect of achievement goals: Does level of perceived achievement competence make a difference?。Contemporary Educational Psychology，22，415-435。  new window
5.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
6.Linnenbrink, E. A.、Pintrich, P. R.(2002)。Achievement goal theory and affect: An asymmetrical bidirectional model。Educational Psychologist，37(2)，69-78。  new window
7.Church, M. A.、Elliot, A. J.、Gable, S. L.(2001)。Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes。Journal of Educational Psychology，93(1)，43-55。  new window
8.Wolters, C. A.、Yu, S. L.(1996)。The relation between goal orientation and students’ motivational beliefs and self-regulated learning。Learning and Individual Differences，8，211-238。  new window
9.Urdan, T.、Midgley, C.(2001)。Academic Self-handicapping: What We Know, What More There Is to Learn?。Educational Psychology Review，13，115-138。  new window
10.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
11.Elliot, A. J.、Murayama, K.、Pekrun, R.(2011)。A 3×2 achievement goal model。Journal of Educational Psychology，103(3)，632-648。  new window
12.Linnenbrink, E. A.(2005)。The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning。Journal of Educational Psychology，97(2)，197-213。  new window
13.Wolters, Christopher A.(2004)。Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement。Journal of Educational Psychology，96(2)，236-250。  new window
14.Pintrich, Paul R.(2000)。Multiple goals, multiple pathways: The role of goal orientation in learning and achievement。Journal of Educational Psychology，92(3)，544-555。  new window
15.Anderson, James C.、Gerbing, David W.(1988)。Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach。Psychological Bulletin，103(3)，411-423。  new window
16.Middleton, M. J.、Midgley, C.(1997)。Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory。Journal of Educational Psychology，89(4)，710-718。  new window
17.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
18.Elliot, Andrew J.(1999)。Approach and avoidance motivation and achievement goals。Educational Psychologist，34(3)，169-189。  new window
19.Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
20.Pekrun, Reinhard、Elliot, Andrew J.、Maier, Markus A.(2006)。Achievement goals and discrete achievement emotions: A theoretical model and prospective test。Journal of Educational Psychology，98(3)，583-597。  new window
21.Rubio, Doris McGartland、Berg-Weger, Maria、Tebb, Susan S.(2001)。Using structural equation modeling to test for multidimensionality。Structural Equation Modeling: A Multidisciplinary Journal，8(4)，613-626。  new window
22.Maehr, M. L.、Midgley, C.(1991)。Enhancing student motivation: A school-wide approach。Educational Psychologist，26(3)，399-427。  new window
23.彭淑玲、程炳林(20051000)。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報. 教育類，50(2)，69-95。new window  延伸查詢new window
24.Barron, K. E.、Harackiewicz, J. M.(2001)。Achievement goals and optimal motivation: Testing multiple goal models。Journal of Personality and Social Psychology，80(5)，706-722。  new window
25.Cury, François、Da Fonseca, David、Elliot, Andrew J.、Moller, Arlen C.(2006)。The Social-Cognitive Model of Achievement Motivation and the 2×2 Achievement Goal Framework。Journal of Personality and Social Psychology，90(4)，666-679。  new window
26.程炳林(20020400)。多重目標導向、動機問題與調整策略之交互作用。師大學報. 教育類，47(1)，39-58。new window  延伸查詢new window
27.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
28.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
29.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
會議論文
1.施淑慎(2005)。教室目標結構與成就目標取向對國小學童自我阻礙行爲及考試焦慮之預測作用。臺灣心理學會第四十四屆年會，臺灣心理學會主辦 。中壢。  延伸查詢new window
學位論文
1.彭淑玲(2010)。創造力動機歷程模式：未來目標、課室目標結構、自我決定動機、自我調整學習策略與創造力之關係(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.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
3.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
1.Schunk, Dale H.、Pintrich, Paul R.、Meece, Judith L.(2008)。Motivation in education: Theory, research, and applications。Pearson/Merrill Prentice Hall。  new window
2.Bollen, K. A.(1989)。Structural Equation Modeling with Latent Variables。New York, NY：John Wiley & Sons, Inc.。  new window
3.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
4.Cohen, Jacob(1988)。Statistical power analysis for the behavioral sciences。Academic Press。  new window
圖書論文
1.Pekrun, R.(2000)。A social-cognitive, control-value theory of achievement emotions: Developing motivation and motivating development。Motivational psychology of human development: Developing motivation and motivating development。Elsevier。  new window
2.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
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