調節假設或適配假設？--二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究

Abstract

本研究探討?大議題：其一，當學生的成就目標與教室目標結構相符或是相?時，學生的學習組型會產生何種變化，藉以檢驗成就目標??當中的?個相競假設（調節假設與適配假設）。其二，知覺教室目標結構的變化，會對學習組型產生?麼影響？本研究以341位國中學生為樣本，經由統計分析，結果顯示：(一)本研究比較支持調節假設的觀點，而且目標結構對學習組型的影響，比個人成就目標?得顯著，?過在「考試焦慮」方面，結果與上述?有差?。(二)當教室目標結構趨向精熟時，效果會表現在正向的學習組型上；?目標結構愈趨向表現時，則使得負面學習組型增加（如考試焦慮）。換?話?，提升教室精熟目標結構或?低表現目標結構，都有助於學生發展適應性的學習組型，只是助益的向?有所?同。文末研究者將根據研究結果，對學生學習與未?研究提出具體建議。

The increasing researches on the association between classroom goal structure and learning behavior pattern， but little is known about the effects of changes in the perceived classroom goal structure. The comparisons of the students who perceive an increase， decrease， or no change in the goal structure during two semesters are examined. By MANOVA and ANCOVA， the conclusions in this research are as follows: (A)The students pursued mastery goal come into mastery context demonstrate the adaptive learning behavior pattern; and the students pursued performance goal come into performance context demonstrate the maladaptive learning behavior pattern. The result supports the buffer hypothesis. But it is not the case at test anxiety， the students pursued mastery goal come into performance context demonstrate more downward comparison than the students pursued performance goal come into mastery context. (B) The students who perceived the increase of mastery goal structure， perceive higher math competence， and use more self-regulation strategy while learning math. The students who perceived the increase of performance goal structure have the strongest test anxiety than the other two groups. It means that to foster the mastery goal structure or reduce performance goal structure will associate to the adaptive learning behavior pattern. The nature of achievement goal and the implication are discussed.