臺灣博碩士論文加值系統

本研究旨在探討和比較台灣參加英語補救教學課程與一般英語課程之學童於五大人格特質、3x2成就目標和負面學習行為之間的相關性與預測力。本研究採用問卷調查法，以全台共七個縣市的小學五年級生為研究樣本,總得有效問卷224份,又可分為補救教學組112份以及一般英語課程組112份。研究工具包含四項自評測驗: 人格特質問卷、3x2成就目標問卷、負面學習行為問卷以及避免求助量表。於研究資料處理部分則是採用階層多元迴歸分析。
主要研究發現如下:
一、嚴謹性人格特質與一般課程學生組之任務趨近目標和任務趨避目標呈顯著正相關；該人格特質與補救班學生組之三種趨近目標(任務、自我、他人)呈正相關。
二、對於一般課程組學生，神經性人格特質與自我趨近目標、自我趨避目標呈顯著性負相關。
三、對於補救教學組學生，外向型人格則與三種趨避目標(任務、自我、他人)成顯著性負相關。
四、自我設限的負面學習行為與一般課程組學生之自我趨避目標成正相關；然而此項行為與補救組學生之他人趨避目標呈正相關。
五、補救教學組學生之避免求助行為則與任務趨近、任務趨避以及他人趨避目標呈顯著性正相關，卻與自我趨避目標呈顯著性負相關。
六、作弊行為與一般課程組學生之任務趨近目標呈顯著性負相關。
根據以上研究結果，本研究提供國小英語教師在一般課程或補教教學過程中的省思，以及針對未來研究提出具體建議。

關鍵字: 3x2成就目標理論、人格特質、人格五因素量表、負面學習行為、英語補救教學

This present study aimed to explore and compare the predictive relations among personality traits, 3×2 achievement goals, and maladaptive behaviors of fifth-grade students learning English as a foreign language (EFL) in Taiwan. 112 participants selected from their regular English classes to form the regular class group, while another 112 participants taking remedial courses were invited to assemble the remedial class group. All participants were surveyed by a questionnaire that consisted of four self-report instruments, namely: the Personality Traits Questionnaire, Help-Avoidance Scale, 3×2 Achievement Goal Questionnaire, and the Maladaptive Behavior Questionnaire. Items included in the questionnaire were all adapted from previous studies and presented in the Likert-type form. To take into account participants’ English proficiency, a back-translation procedure was applied to help participants understand these items. The Personality Traits Questionnaire measured five personality traits (i.e., Conscientiousness, Openness, Neuroticism, Agreeableness, and Extraversion); while the 3×2 Achievement Goal Questionnaire assessed six types of goal (i.e., Task-Approach Goal, Self-Approach Goal, Other-Approach Goal, Task-Avoidance Goal, Self-Avoidance Goal, and Other-Avoidance Goal). The Help-Avoidance Scale measured participants’ tendency of avoiding seeking help, while the Maladaptive Behavior Questionnaire gauged their behaviors of cheating, self-handicapping, and disruption.
A series of Hierarchical Multiple Regression models were established after personality traits were treated as predictors of achievement goals, and achievement goals were entered as predictors of maladaptive behaviors. The HMR models indicated: (1) Conscientiousness was a positive predictor for endorsements of the task-approach goal and the task-avoidance goal for participants in the regular class group, while this trait was also a positive predictor for choices of the task-, self-, and other-approach goals for remedial class group participants; (2) Neuroticism was a negative predictor for selections of the self-approach goals and self-avoidance goals for the regular class group; (3) Extraversion was a negative predictor of the employment of all the three avoidance-goals for the remedial class group; (4) for the regular class group, the self-avoidance goal was a positive predictor for initiations of self-handicapping behavior, whereas it was the other-avoidance goal assuming the same role for the remedial class group; (5) for the remedial class group, the other-avoidance goal, task-approach goal, and task-avoidance goal all acted as positive predictors of help-avoidance, whereas the self-avoidance goal functioned as a negative predictor; and (6) the task-approach goals was a negative predictor of cheating behaviors for the regular class group. As implied, EFL teachers may need to pay more focal attention to students’ personality, goal endorsements, and maladaptive behaviors, so they are able to better understand how personality, goals, and behaviors are interconnected to one another. Then, relying on this information, these teachers may provide proper instruction and instant assistance to help their students high on a personality trait pursue adaptive goals to reduce maladaptive behaviors.


Key words: the 3×2 Achievement Goal, the Five-Factor Model, personality traits, maladaptive behaviors, English remedial education

摘要 i
Abstract ii
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE 1
1.1 Background of the Study 1
1.1.1 Personality Traits: The Five-Factor Model (FFM) 1
1.1.2 Goals as Motivation: The 3×2 Achievement Goal Theory 4
1.1.3 Maladaptive Behaviors 7
1.2 Purpose of the Study 9
1.3 Significance of the Study 11
1.4 Definition of Terms 12
1.4.1 The Five Factor Model (FFM) 12
1.4.2 The 3×2 Achievement Goal Model 12
1.4.3 Self-handicapping Behavior 13
CHAPTER TWO 15
2.1 Development of the Five-Factor Model (FFM) 15
2.1.1 Theories of Personality Traits 15
2.1.2 The Five-Factor Model (FFM) 20
2.2 Achievement Goal Theories 30
2.2.1 The Goal Theory: Achievement Goals as Motivation 30
2.2.2 Goals and Maladaptive Behaviors 37
2.3 Previous Studies on Personality Traits and Goals 43
2.4 Remedial Education in Taiwan 47
2.5 Concluding Remarks 49
CHAPTER THREE 51
3.1 Participants 51
3.2 Instruments 53
3.2.1 The 3×2 Achievement Goal Questionnaire (AGQ) 54
3.2.2 The Maladaptive Behavior Questionnaire: Cheating Scale, Disruption Scale, and Self-handicapping Scale 55
3.2.3 Help-Avoidance Scale 55
3.2.4 Personality Traits Questionnaire 56
3.3 Data Collection Procedures 58
3.4 Data Analysis 59
CHAPTER FOUR 61
4.1 Normality of Data and Validity/Reliability of Instruments 62
4.1.1 The Assumption of Normality for Data Collected 62
4.1.2 Descriptive Statistics of Variables being Measured 63
4.1.3 Validity and Reliability 65
4.2 Goodness of Fit for Hierarchical Multiple Regression (HMR) Models 67
4.2.1 Fit Indexes of Homoscedasticity for HMR Models: Standardized Residual (ZRE) and Studentized Residual (SRE) 68
4.2.2 Indexes of Non-Autocorrelation and Normality for HMR Models: Durbin-Waston's D Value (DW's D) and Kolmogorov-Smirnov Test (K.S. Test) 70
4.2.3 Indexes of Non-Collinearity for HMR Models: Variance Inflation Factor (VIF) and Condition Index (CI) 73
4.3 Predictive Relations among Personality Traits, Achievement Goals, and Maladaptive Behaviors for the Two Groups 76
4.3.1 Predictive Relations for the Regular Class Group 76
4.3.2 Predictive Relations for the Remedial Class Group 80
4.4 The Differences in Predictive Relations between the Two Groups 86
4.5 Answers to Research Questions 88
CHAPTER FIVE 101
5.1 Summary of Major Findings 101
5.2 Conclusion and Implication 104
5.3 Limitations and Suggestions for Future Research 107
References 109
Appendices 135
Appendix A Items adapted from the 3x2 AGQ 135
Appendix B Items adapted from PALS 137
Appendix C Items adapted from Help-Avoidance Scale 138
Appendix D Items adapted from the 44-item Big Five Inventory 139
Appendix E Chinese Translation of the English Version of 3x2 AGQ 141
Appendix F Maladaptive Behavior Questionnaire I (Chinese translation of the English version of the Help-avoidance Scale) 142
Appendix G Maladaptive Behavior Questionnaire II (Chinese translation of the English version of the Help-avoidance Scale) 143
Appendix H Chinese Version of Personality Trait Questionnaire

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