政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/15076
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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/15076


    Title: 2 x 2成就目標理論架構之驗證
    Other Titles: The Verification of 2x2 Achievement Goal Theory Framework
    Authors: 李仁豪;余民寧
    Keywords: 2x2成就目標理論架構 ; 成就動機 ; 多元成就目標理論 ; 精熟-表現 ; 趨向-逃避;2x2 achievement goal theory framework ; Achievement motivation ; Multiple achievement goals ; Mastery-performance ; Approach-avoidance
    Date: 2003-09
    Issue Date: 2008-12-17 09:41:17 (UTC+8)
    Abstract: 本文的目的，主要是在認證Elliot&McGregor(2001)最新提出的2X2成就目標理論架構以探討成就目標理論的啟元及發展概況。原本元自成就動機的成就目標理論，開始於二元架構（即精熟－表現），而後過渡到三元架構（即趨向精熟、趨向表現、逃避表現），再到今日結合精熟－表現及趨向－逃避向度的２Ｘ２成就目標理論架構與相關變相的因果路徑，得到大致可接受的驗證結果，四類成就目標作為箝制事件及後果事件的中介變相得到證實、但並非完美。幾個相關的變項，包括前置事件（例如，動機天性、內隱人格理論、個體社會化歷史）及後果事件（例如，預期考試焦慮、考試表現、隨後成就目標的調整、健康中心就診），都與該理論架構有關。藉由統計工具LISREL進行結構方成模式分析成就目標理論架構與前置及後果是件之間的因果關係，所獲得的研究結果，可以提供學生、父母、老師與多有關學習上應注意事項的啟示。文後並提出許多有關２Ｘ２成就目標理論架構的反思與建議，供讀者參考。 The main purpose of this article is to verify the origin and development of the achievement goal theory by 2x2 achievement goal theory framework most recently proposed by Elliot & Mcgregor (2001). Achievement goal theory originated from the achievement motivation that initiated from mastery-performance dichotomy, then passed through the transitive form, the trichotomous framework, inclusive of mastery, performance-approach, and performance-avoidance goals, and finally incorporated the approach-avoidance distinction fully into the mastery-performance framework to create a 2x2 achievement goal framework, comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals. By means of the structural equation modeling (SEM) investigating the causal paths of 2x2 achievement goal theory framework and their related variables had achieved acceptable results, although not absolutely idea. Four types of achievement goals working as mediators between antecedents and consequences were verified. Several variables including antecedents (e.g., motive dispositions, implicit personality theories, individuals socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits) all related with the theory framework. Causal path relationships among achievement goal theory framework, antecedents, and consequences acquired from SEM by the LISREL program could provide students, parents, and teachers with much valuable advice about learning. Finally, the article makes many suggestions about 2x2 achievement goal theory framework for future studies.
    Relation: 政大教育與心理研究 26(3),433-470
    Journal of Education ＆ Psychology
    Data Type: article
    Appears in Collections:[Department of Education] Periodical Articles
    [Journal of Education ＆ Psychology] Journal Articles

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