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研究生:歐姵君
研究生(外文):Pei-ChunOu
論文名稱:個人目標導向、學習興趣與自我調整學習策略之關係:檢驗課室目標的調節效果
論文名稱(外文):The Relationship among Individual Goal Orientations, Learning Interests, and Self-Regulated Learning Strategies: An Examination of the Moderate Effect of Classroom Goal Structure.
指導教授:程炳林程炳林引用關係
指導教授(外文):Bing-Lin Cheng
學位類別:碩士
校院名稱:國立成功大學
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:2013
畢業學年度:101
語文別:中文
論文頁數:131
中文關鍵詞:個人目標導向課室目標結構學習興趣自我調整學習策略中介效果調節效果
外文關鍵詞:individual goal orientationsclassroom goal structureslearning interestself-regulated learning strategiesmediated effectmoderated effect
相關次數:
  • 被引用被引用:20
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  • 下載下載:280
  • 收藏至我的研究室書目清單書目收藏:4
本研究目的為(一)建構六向度個人目標導向量表,並分析該量表的信、效度。(二)考驗學習興趣在個人目標導向與自我調整學習策略之間的中介效果。(三)分析學習興趣在個人目標導向與自我調整學習策略之間的中介效果受到知覺課室目標結構調節之情形。本研究以叢集抽樣抽取台灣地區北、中、南、東707位國一學生為樣本,並以結構方程模式(SEM)考驗研究假設。

本研究發現如下:
一、本研究編製的個人目標導向量表信、效度良好,且個人目標導向六向度驗
證性因素分析模式與觀察資料適配,即本量表具有良好的建構效度與信
度。
二、學習興趣是個人目標導向與自我調整學習策略之間的中介變項:任務趨向
目標透過學習興趣能預測自我調整學習策略;任務逃避目標透過學習興趣
能預測自我調整學習策略;自我趨向目標透過學習興趣能預測自我調整學
習策略;自我逃避目標透過學習興趣能預測自我調整學習策略;他人趨向
目標透過學習興趣能預測自我調整學習策略;他人逃避目標透過學習興趣
能預測自我調整學習策略。
三、學習興趣在個人目標導向與自我調整學習策略之間的中介效果部分受到知
覺課室目標結構所調節。精熟課室目標結構得分越高,自我趨向目標透過
學習興趣對自我調整學習策略的中介效果會越大;他人趨向目標透過學習
興趣對自我調整學習策略的的中介效果則越小;而他人逃避目標需要在學
習者知覺精熟課室目標結構程度不高時,透過學習興趣對自我調整學習策
略才具有效果。當表現課室目標結構得分越高,自我逃避、他人趨向與他
人逃避目標透過學習興趣影響自我調整學習策略的中介效果也就越大。

本研究依據分析結果進行討論,並提出對教學輔導及未來研究之建議。

The pueposes of the research were to (a) create the 3×2 Individual Goal Orientation Scale according to the 3×2 goal theory, then test the reliability and validity of this scale ; (b)examine the mediated effect of self-regulated learning strategies affected by individual goal orientations via learning interest and (c) analyze the moderated effect of classroom goal structures, during learning interest affected by individual goal orientations. The sample was consisted of 707 junior high school students in Taiwan. The collection data were analyzed by SEM.

The results of this study were summarized as following:
1. The 3×2 Individual Goal Orientation Scale developed in
this study has good realiability and validity.
2. The effect of individual goal orientations predicting
self-regulated learning strategies were mediated by
learning interest. The learning interest mediates the
relations between task-approach goal / task-avoidance
goal / self-approach goal / self-avoidance goal / other-
approach goal / other-avoidance goal and self-regulated
learning strategies.
3. When the mediate relation between individual goal
orientations, learning interest and self-regulated
learning strategies established, classroom goal
structures would be able to possess conditional indirect
effects of mediate relation. Under classroom mastery
goal structure, self-approach goal would increase
mediate effect of self-regulated learning strategies;
other-approach goal would decrease mediate effect of
self-regulated learning strategies; however other-
avoidance goal decrease it while classroom mastery goal
structure is more unobvious. Under classroom performance
goal structure, self-avoidance goal / other-approach
goal / other-avoidance goal would increase mediate
effect of self-regulated learning strategies.

Based on the finding of the research, we discussed the implications and proposed suggestions for junior high school teaching, educational guidance and further research.

目次
中文摘要 I
Abstract II
誌謝 III
目次 IV
表目次 VI
圖目次 VIII
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 5
第三節 名詞釋義 6
第二章 文獻探討 13
第一節 個人目標導向理論 13
第二節 學習興趣中介模式的建構 19
第三節 課室目標結構對學習興趣中介模式之調節效果 29
第三章 研究方法 34
第一節 研究對象 34
第二節 模式架構 36
第三節 研究假設 48
第四節 研究工具 48
第五節 實施程序 55
第六節 資料分析 56
第四章 研究結果 57
第一節 基本統計分析 57
第二節 六向度個人目標導向量表驗證性因素分析 64
第三節 學習興趣中介模式之檢驗 73
第四節 課室目標結構調節模式之檢驗 92
第五章 討論、結論與建議 107
第一節 討論 107
第二節 結論 111
第三節 建議 112
參考文獻 115
一、中文部分 115
二、西文部分 117
附錄一 個人目標導向量表 124
附錄二 課室目標結構量表 126
附錄三 學習興趣量表 127
附錄四 自我調整學習策略量表 129


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1. 蘇嘉鈴、程炳林(2005)。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。
2. 程炳林(2006)。主觀能力與逃避策略之關係。師大學報:教育類,51(2),1-24。
3. 彭淑玲、程炳林(2005)。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。
4. 程炳林(2002)。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。
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