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研究生:楊志雄
研究生(外文):Chih-Hsiung Yang
論文名稱:個人目標導向、課室目標結構、自我調整與自我效能之關聯性研究--以桃園縣國小學童為例
論文名稱(外文):The Relationships among Individual Goal Orientations, Classroom Goal Structures, Self-Regulation and Self-Efficacy: Taoyuan County as an Example
指導教授:張淑慧張淑慧引用關係
指導教授(外文):Shu-Hui Chang
學位類別:碩士
校院名稱:中原大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:180
中文關鍵詞:課室目標結構個人目標導向自我效能自我調整
外文關鍵詞:Individual Goal OrientationsSelf-EfficacySelf-RegulationClassroom Goal Structures
相關次數:
  • 被引用被引用:20
  • 點閱點閱:400
  • 評分評分:
  • 下載下載:1
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在探討個人目標導向、課室目標結構、自我調整與自我效能間的關聯性。本研究採問卷調查法,調查對象為桃園縣國民小學五、六年級學童,有效樣本數為574位,問卷回收可用率為97.8%。使用工具包含個人目標導向量表、課室目標結構量表、自我效能知覺量表與自我調整學習策略量表。經描述統計、t考驗、積差相關、典型相關、多元迴歸分析、逐步多元迴歸分析、階層迴歸分析與路徑分析,得致以下結果:
一、由現況分析得知:學童具有高的趨向精熟與逃避精熟目標導向,以及中等的趨向表現與逃避表現目標導向;知覺到高的趨向精熟與逃避精熟目標結構,以及低的趨向表現與逃避表現目標結構;中上的自我調整與中等的自我效能知覺。
二、五年級學童在趨向精熟目標導向、趨向表現目標導向、逃避表現目標結構、自我調整與自我效能上顯著高於六年級學童;男學童則在逃避表現目標導向、趨向表現目標結構、逃避表現目標結構與自我效能上顯著高於女學童,女學童則在逃避精熟目標導向上顯著高於男學童。
三、學童之個人目標導向、課室目標結構、自我調整與自我效能間具顯著相關。
四、課室目標結構能預測個人目標導向、自我效能與自我調整;課室目標結構與個人目標導向能預測自我效能與自我調整;課室目標結構、個人目標導向與自我效能可預測自我調整。
五、本研究所提之路徑模式與國小學童的觀察資料可以適配(卡方值為18.16、p值為.11)。
根據本研究結果,對教師之教學與輔導方面提出建議,並對未來研究方向之提出建議。
The purpose of this study was to explore the relationships among individual goal orientations, classroom goal structures, self-regulation and self-efficacy. Subjects were sampled from public elementary schools in Taoyuan county. The valid return rate was 97.8% and the valid sample was 574 5th and 6th grade students. The instruments used in this study were the Individual Goal Orientation Scale, the Classroom Goal Structure Scale, the Self-Efficacy Scale, and the Self-Regulation Scale. The statistics used in the present study were descriptive statistics, t-test, Pearson’s product-moment correlation, canonical correlation, multiple regression, hierarchical regression, and SEM analysis. The results were as the following:
1. The approach-mastery and avoidance-mastery goal orientation of students were at high degree. The approach-performance and avoidance-performance goal orientation were at middle degree. The approach-mastery and avoidance-mastery goal structure were at high degree. The approach-performance and avoidance-performance goal structure were at low degree. The self-regulation of students was at high degree, and the self-efficacy was at middle degree.
2. 5th grade students received higher scores than 6th students in the following dimension: approach-mastery goal orientation , approach-performance goal orientation, avoidance-performance goal structure, self-regulation and self-efficacy. Male students received higher scores than female students in the following dimension: avoidance-performance goal orientation, approach-performance goal structure, avoidance-performance goal structure, and self-efficacy. Female students had higher avoidance-mastery goal orientation than male students.
3. Students’ individual goal orientations, classroom goal structures, self-regulation and self-efficacy were significantly correlated.
4. Classroom goal structures could predict individual goal orientations. Classroom goal structures and individual goal orientations could predict self-efficacy and self-regulation. Classroom goal structures, individual goal orientations and self-efficacy could predict self-regulation.
5. The causal path model was validated by SEM analysis ( =18.16, p=.11).
According to the results above, offering suggests to teachers and future research.
目錄
摘要................ Ⅰ
Abstract................. Ⅱ
誌謝辭................. Ⅳ
目錄.................... Ⅴ
表次................. Ⅶ
圖次............. Ⅹ
第一章 緒論.....1
第一節 研究動機與目的.....1
第二節 待答問題.....5
第三節 名詞釋義.....6
第四節 研究範圍與限制.....8
第二章 文獻探討.....9
第一節 個人目標導向理論及相關研究.....9
第二節 課室目標結構理論及相關研究.....37
第三節 個人目標導向、課室目標結構、自我調整與自我效能之關係.....48
第三章 研究設計.....65
第一節 研究架構.....65
第二節 研究假設.....67
第三節 研究對象.....70
第四節 研究工具.....72
第五節 實施程序.....80
第六節 資料處理.....82
第四章 研究結果與討論.....85
第一節 個人目標導向、課室目標結構、自我調整與自我效能之現況.....85
第二節 背景變項在研究變項之差異.....89
第三節 各研究變項之相關.....94
第四節 對個人目標導向、自我效能與自我調整之預測.....100
第五節 本研究路徑模式之檢驗.....118
第六節 討論.....123
第五章 結論與建議.....139
第一節 結論.....139
第二節 建議.....145
參考文獻.....149
一、中文部分.....149
二、西文部分.....153
附錄.....163
附錄一 學生數學學習經驗問卷.....163
附錄二 研究工具授權書.....167

表次
表2-1-1 目標導向分類整理表.....13
表2-1-2 精熟和表現目標及其趨向和逃避焦點.....20
表2-1-3 個人目標導向與自我調整相關之實證研究.....25
表2-1-4 個人目標導向與自我效能相關之實證研究.....30
表2-2-1 課室目標結構的分析.....40
表2-2-2 課室目標結構與自我效能之相關實證研究.....45
表3-3-1 正式問卷抽樣情形一覽表.....70
表3-3-2 問卷回收情形一覽表.....71
表3-4-1 個人目標導向量表之信效度分析.....74
表3-4-2 課室目標結構量表之信效度分析.....76
表3-4-3 自我效能知覺量表之信效度分析.....78
表3-4-4 自我調整學習策略量表之信效度分析.....79
表3-6-1 研究統計方法表.....82
表4-1-1 國小五、六年級學童個人目標導向之描述統計分析摘要表.....86
表4-1-2 個人目標導向之相依樣本t考驗分析摘要表.....86
表4-1-3 國小五、六年級學童課室目標結構之描述統計分析摘要表.....87
表4-1-4 課室目標結構之相依樣本t考驗分析摘要表.....88
表4-2-1 不同年級之國小學童在個人目標導向之差異分析表.....89
表4-2-2 不同性別之國小學童在課室目標結構之差異分析表.....90
表4-2-3 不同年級之國小學童在個人目標導向之差異分析表.....91
表4-2-4 不同性別之國小學童在課室目標結構之差異分析表.....91
表4-2-5 不同年級之國小學童在自我調整之差異分析表.....92
表4-2-6 不同性別之國小學童在自我調整之差異分析表.....92
表4-2-7 不同年級之國小學童在自我效能之差異分析表.....93
表4-2-8 不同性別之國小學童在自我效能之差異分析表.....93
表4-3-1 各研究變項之相關係數矩陣表.....94
表4-3-2 課室目標結構與個人目標導向之典型因素考驗摘要表.....97
表4-3-3 課室目標結構與個人目標導向之典型相關分析摘要表.....98
表4-4-1 預測個人目標導向之多元迴歸分析摘要表.....100
表4-4-2 預測趨向精熟目標導向之逐步多元迴歸分析摘要表.....101
表4-4-3 預測逃避精熟目標導向之逐步多元迴歸分析摘要表.....102
表4-4-4 預測趨向表現目標導向之逐步多元迴歸分析摘要表.....103
表4-4-5 預測逃避表現目標導向之逐步多元迴歸分析摘要表.....104
表4-4-6 以課室目標結構預測自我效能之多元迴歸分析摘要表.....104
表4-4-7 以課室目標結構預測自我效能之逐步多元迴歸分析摘要表.....105
表4-4-8 以個人目標導向預測自我效能之多元迴歸分析摘要表.....105
表4-4-9 以個人目標導向預測自我效能之逐步多元迴歸分析摘要表.....106
表4-4-10 預測自我效能之多元迴歸分析摘要表.....107
表4-4-11 預測自我效能之逐步多元迴歸分析摘要表.....108
表4-4-12 預測自我效能之階層迴歸分析摘要表.....109
表4-4-13 以課室目標結構預測自我調整之多元迴歸分析摘要表.....110
表4-4-14 以課室目標結構預測自我調整之逐步多元迴歸分析摘要表.....111
表4-4-15 以個人目標導向預測自我調整之多元迴歸分析摘要表.....112
表4-4-16 以個人目標導向預測自我調整之逐步多元迴歸分析摘要表.....113
表4-4-17 以自我效能預測自我調整之迴歸分析摘要表.....113
表4-4-18 預測自我調整之多元迴歸分析摘要表.....114
表4-4-19 預測自我調整之逐步多元迴歸分析摘要表.....115
表4-4-20 預測自我調整之階層迴歸分析摘要表.....117
表4-5-1 路徑模式之整體適配度檢定結果.....119
表4-5-2 潛在自變項對潛在依變項之標準化效果值.....121
表4-5-3 潛在依變項間之標準化效果值.....122
表5-1-1 研究假設驗證結果一覽表.....138

圖次
圖2-1 2× 2成就目標架構圖.....21
圖3-1 研究架構圖.....65
圖3-2 路徑模式圖.....69
圖3-3 研究流程圖.....80
圖4-1 課室目標結構與個人目標導向之典型相關分析徑路圖.....99
圖4-2 修改後路徑之標準化徑路係數圖.....120
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