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    题名: 教育目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用
    其它题名: Classroom Goal Structures and Achievement Goal Orientations as Predictors of Children`s Self-Handicapping and Test Anxiety
    作者: 施淑慎
    关键词: 成就目標;教室目標結構;自我阻礙策略;考試焦慮; Achievement goals ; Classroom goal structure ; Self-handicapping ; Test anxiety
    日期: 2006-09
    上传时间: 2009-02-04
    摘要: 本研究從成就目標理論的觀點，探討326位國小六年級學童所知覺到之教室目標結構與其個人成就目標取向間之關係，以及上述兩項研究變項對於學生的自我阻礙行為和考試焦慮的預測效果及預測方向。所採用之研究工具包括成就目標量表、教室目標結構知覺量表、自我阻礙量表、兒童測試焦慮量表及學童之學業成績，並以相依樣本t考驗、積差相關及階層迴歸分析等方法進行研究資料之分析。研究結果顯示精熟和表現目標結構皆可正向預測學童個人之精熟目標取向；表現目標結構則對趨向及避免的表現目標取向均具有顯著的正向預測效果。此外，精熟與表現目標結構之交互作用對避免的表現目標取向具顯著之預測作用：對表現目標結構高分組的學生而言，同時知覺到精熟目標結構能負向預測其個人之避免的表現目標取向；然而，對表現目標結構低分組的學生而言，精熟目標結構對避免的表現目標取向並不具顯著預測效果。至於在對自我阻礙行為和考試焦慮的預測部分，精熟目標取向能夠負向預測自我阻礙策略的運用，而避免的表現目標取向則對自我阻礙行為具正向預測效果；趨向與避免的表現目標取向以及自我阻礙行為三者皆可正向預測考試焦慮。根據上述結果，本研究針對教學實務工作與未來研究提出建議與討論。 This study investigated how Taiwanese children’s perceptions of classroom goal structure and personal goal orientations were related to each other and to their use of self-handicapping strategies and test anxiety. Three hundred and twenty-six sixth-grade students completed a self-report survey assessing their achievement goal orientations, perceptions of the classroom goal structure, use of self-handicapping strategies, and test anxiety. Results suggested that both the mastery and performance goal structures positively predicted children’s mastery goal orientations. The performance goal structure emerged as a positive predictor of both performance-approach and performance-avoidance goal orientations. The significant interaction between mastery and performance goal structures on the personal performance-avoidance goal orientation indicated that the negative association between the mastery structure and performance-avoidance orientation was stronger among students who scored higher on the performance structure scale. With regard to predictors of self-handicapping and test anxiety, mastery goal orientation negatively predicted self-handicapping, whereas performance-avoidance goal orientation was a positive predictor. Performance-approach and performance-avoidance goal orientations, as well as self-handicapping positively predicted test anxiety. Implications for education and future research are discussed.
    關聯: 教育與心理研究, 29(3), 517-546
    数据类型: article
    显示于类别:[師資培育中心] 期刊論文
    [教育與心理研究 TSSCI] 期刊論文

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