課室目標與成就目標的多層次關係之檢驗

Abstract

當前課室目標與成就目標的相關研究分析未能同時考量組內與組間變異及測量誤差對研究結果的影響，本研究採多層次結構方程模式分析（MSEM）克服上述研究方法的限制。以156個班級共2,334位八年級學生為對象，主要目的在於評估課室目標與成就目標之多層次驗證性因素分析（MCFA）模式的實益及探究課室目標對成就目標的多層次影響關係。研究結果發現，相較於單層CFA模式，MCFA模式更適用於解釋八年級學生所知覺到的課室目標與成就目標，以及不論在個人或班級層次，課室目標對成就目標皆同時存在著相對應與不相對應的影響關係，但在個人層次中，課室精熟目標對精熟焦點目標的預測效果與對逃避表現目標的預測效果相當。文末根據研究結果提出相應之建議。

Current researches related to classroom goal and achievement goal failed to consider the effect of within and between variation, and measurement error on results. This study introduced multilevel SEM to overcome these limitations mentioned above. 2,334 eight grader students from 156 classes involved in this study, the main purpose were as following: (1) to evaluate the benefits of MCFA on studying classroom goal and achievement goal. (2) to investigate the multilevel effects of classroom goal on achievement goal. Results showed: (1) MCFA model, relative to single-level CFA model, was more suitable for interpreting classroom goal and achievement goal for eight grader students. (2) there were corresponding and non-corresponding effects between classroom goals and achievement goals, regardless of the analysis level. But the effect of classroom mastery goal on mastery-focus goals maybe equate to the effect of which to performance avoidance goal within individual level. Suggestions were proposed based on present findings at the end of this article.