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題名 成就目標與學習行為的關係
The Relationship of Achievement Goals and Learning Behaviors
作者 李仁豪
Ren-Hau Li
貢獻者 余民寧
Min-Ning Yu
李仁豪
Ren-Hau Li
關鍵詞 成就目標
考試焦慮
學習策略
情緒調節
結構方程模式
achievement goals
test anxiety
learning strategy
emotion regulation
structure equation model
日期 2002
上傳時間 17-九月-2009 14:58:07 (UTC+8)
摘要 摘 要

本研究主要目的在於：
一、探討成就目標理論最新的發展趨勢。
二、探討考試焦慮在自我調節的學習策略中的內涵意義。
三、探討成就目標、學習策略、考試焦慮三者對學業表現的影響。
四、建構出成就目標、學習策略、考試焦慮、學業表現四者間的因果模式。
五、歸納研究結果，做為老師教學與輔導之參考，並對未來相關研究提出建議。

本研究採問卷調查方式，以多階段叢集抽樣方式進行，分別在全省北中南東四區各抽取3至4個縣市，每個縣市再隨機抽取一個學校，共抽得14個學校，每個學校再隨機抽取國一、國二、國三各一班，共計樣本1332人。調查工具有三，其一為Elliot & McGregor（2001）編製的「成就目標量表」、其二為改編自吳靜吉、程炳林（民81）修訂Pintrich, Smith, & McKeachie（1989）所編的「激勵的學習策略量表」（MSLQ）而成的「學習策略量表」、其三為余民寧（民92）所編製的「考試焦慮量表」。調查所得資料以描述統計、t檢定、單因子變異數分析、多元回歸分析、典型相關分析及結構方程模式SEM加以處理。

本研究得到以下結論：
一、國中生具有多種成就目標，教師需妥善引導。
二、國中生情緒調節能力稍弱，而以男生、高年級、北部學生最差。
三、認知焦慮較情緒焦慮對數學成績的影響力大，女生尤其較男生具有更高的認知焦慮。但是情緒焦慮對一年級的影響較其他年級大。
四、國中一年級學生相對於其他年級有較多的目標導向及較高的情緒焦慮，而在認知焦慮上各年級無差異。
五、在四種成就目標上，都是高焦慮組較高。在學習策略上，高焦慮組在一般認知、資源經營策略上較高，但在情緒調節上則以低焦慮組較高。在數學成績的比較上，低焦慮組較高。
六、對數學成績最具預測效果的因素有四：趨向精熟目標、認知評價過程及資源經營策略、考試焦慮中的認知焦慮。
七、逃避精熟目標、認知焦慮、情緒調節三者關係密切
八、考試焦慮與學習策略間具負向回饋圈特性，可以解釋兩者間無關的事實。
九、成就目標與學習行為的關係模式經修正後可適配，但模式不夠精簡。

最後，根據研究結果提出各項建議，以供教學實務上及未來研究參考。

關鍵詞：成就目標、學習策略、考試焦慮、情緒調節、結構方程模式
The Relationship of Achievement Goals
and Learning Behaviors

Abstract

The purpose of the present research is to:
一、discuss the recent development trends of achievement goals theory.
二、discuss the implication of test anxiety in self-regulatory learning strategy.
三、discuss the influence of achievement goals, learning strategies, and test anxiety on academic performance
四、construct the structure equation model (SEM) among achievement goals, learning strategies, test anxiety, and academic performance
五、induce the outcomes of the present research to submit a little suggestion as reference to teaching, guidance, and future related research

The present research adopted a questionnaire survey in multiple-staged cluster sampling. First of all, sampling 3~4 cities or counties for each of four regions in Taiwan (including the north, the central, the south, and the east regions of the country). Then one junior high school was sampled for each cities and counties mentioned above. Finally, 14 schools were sampled. For each of those schools, one class of each grade was sampled, yielding a total of 1332 junior high school students. The tools of the present questionnaire survey were three. The first one was “achievement goals inventory” made by Elliot & McGregor (2001). Another one was “motivated strategies for learning questionnaire” (MSLQ) made by Pintrich, Smith, & McKeachie (1989), but the present research use its Chinese version revised by Wu & Cherng (1992). The other was “test anxiety inventory” made by Yu (2003). The raw data collected after the survey was handled with descriptive statistics, t-test, one-way ANOVA, multiple regression analysis, canonic correlation and structure equation model (SEM).

The conclusions of the present research are:
一、Junior high school students have multiple achievement goals, so teachers have to guide them carefully.
二、In contrast to the other three learning strategies, junior high school students have weaker emotion regulation strategy, specifically, male, senior, and the north junior high school students were the weakest.
三、Cognitive test anxiety has more influence on math than what the emotionality component does. Females have higher cognitive test anxiety than male, and emotionality component has more influence on juniors than the others.
四、In contrast to the other two grades, juniors have more diverse achievement goals and higher emotionality component, however, there is no difference of cognitive test anxiety among three grades.
五、Regarding the comparison between high and low test anxiety groups, the high one scored higher in multiple achievement goals, and general cognition, resource management of the learning strategies, but scored lower in emotion regulation of the learning strategies and math.
六、The best effect predictors of math scores were mastery-approach achievement goal, and cognitive appraisal process, resource management of the learning strategies, cognitive test anxiety.
七、Mastery-avoidance achievement goal, cognitive test anxiety, and emotion regulation of the learning strategies were closely related.
八、There is a negative feedback loop between test anxiety and learning strategy, which explains the low correlation between test anxiety and learning strategy.
九、SEM for the relationship of achievement goals and learning behaviors can fit the raw data collected well after modification by modification index, but the model is not parsimonious enough.

Finally, according to the outcome, the present research submits a little suggestion for future research, and gives some advice for the practice of teaching.


Key words: achievement goals, learning strategy, test anxiety, emotion regulation, structure equation model
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描述 碩士
國立政治大學
教育研究所
90152029
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090152029
資料類型 thesis
dc.contributor.advisor 余民寧zh_TW
dc.contributor.advisor Min-Ning Yuen_US
dc.contributor.author (作者) 李仁豪zh_TW
dc.contributor.author (作者) Ren-Hau Lien_US
dc.creator (作者) 李仁豪zh_TW
dc.creator (作者) Ren-Hau Lien_US
dc.date (日期) 2002en_US
dc.date.accessioned 17-九月-2009 14:58:07 (UTC+8)-
dc.date.available 17-九月-2009 14:58:07 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 14:58:07 (UTC+8)-
dc.identifier (其他 識別碼) G0090152029en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32962-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 90152029zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 摘 要

本研究主要目的在於：
一、探討成就目標理論最新的發展趨勢。
二、探討考試焦慮在自我調節的學習策略中的內涵意義。
三、探討成就目標、學習策略、考試焦慮三者對學業表現的影響。
四、建構出成就目標、學習策略、考試焦慮、學業表現四者間的因果模式。
五、歸納研究結果，做為老師教學與輔導之參考，並對未來相關研究提出建議。

本研究採問卷調查方式，以多階段叢集抽樣方式進行，分別在全省北中南東四區各抽取3至4個縣市，每個縣市再隨機抽取一個學校，共抽得14個學校，每個學校再隨機抽取國一、國二、國三各一班，共計樣本1332人。調查工具有三，其一為Elliot & McGregor（2001）編製的「成就目標量表」、其二為改編自吳靜吉、程炳林（民81）修訂Pintrich, Smith, & McKeachie（1989）所編的「激勵的學習策略量表」（MSLQ）而成的「學習策略量表」、其三為余民寧（民92）所編製的「考試焦慮量表」。調查所得資料以描述統計、t檢定、單因子變異數分析、多元回歸分析、典型相關分析及結構方程模式SEM加以處理。

本研究得到以下結論：
一、國中生具有多種成就目標，教師需妥善引導。
二、國中生情緒調節能力稍弱，而以男生、高年級、北部學生最差。
三、認知焦慮較情緒焦慮對數學成績的影響力大，女生尤其較男生具有更高的認知焦慮。但是情緒焦慮對一年級的影響較其他年級大。
四、國中一年級學生相對於其他年級有較多的目標導向及較高的情緒焦慮，而在認知焦慮上各年級無差異。
五、在四種成就目標上，都是高焦慮組較高。在學習策略上，高焦慮組在一般認知、資源經營策略上較高，但在情緒調節上則以低焦慮組較高。在數學成績的比較上，低焦慮組較高。
六、對數學成績最具預測效果的因素有四：趨向精熟目標、認知評價過程及資源經營策略、考試焦慮中的認知焦慮。
七、逃避精熟目標、認知焦慮、情緒調節三者關係密切
八、考試焦慮與學習策略間具負向回饋圈特性，可以解釋兩者間無關的事實。
九、成就目標與學習行為的關係模式經修正後可適配，但模式不夠精簡。

最後，根據研究結果提出各項建議，以供教學實務上及未來研究參考。

關鍵詞：成就目標、學習策略、考試焦慮、情緒調節、結構方程模式		zh_TW
dc.description.abstract (摘要) The Relationship of Achievement Goals
and Learning Behaviors

Abstract

The purpose of the present research is to:
一、discuss the recent development trends of achievement goals theory.
二、discuss the implication of test anxiety in self-regulatory learning strategy.
三、discuss the influence of achievement goals, learning strategies, and test anxiety on academic performance
四、construct the structure equation model (SEM) among achievement goals, learning strategies, test anxiety, and academic performance
五、induce the outcomes of the present research to submit a little suggestion as reference to teaching, guidance, and future related research

The present research adopted a questionnaire survey in multiple-staged cluster sampling. First of all, sampling 3~4 cities or counties for each of four regions in Taiwan (including the north, the central, the south, and the east regions of the country). Then one junior high school was sampled for each cities and counties mentioned above. Finally, 14 schools were sampled. For each of those schools, one class of each grade was sampled, yielding a total of 1332 junior high school students. The tools of the present questionnaire survey were three. The first one was “achievement goals inventory” made by Elliot & McGregor (2001). Another one was “motivated strategies for learning questionnaire” (MSLQ) made by Pintrich, Smith, & McKeachie (1989), but the present research use its Chinese version revised by Wu & Cherng (1992). The other was “test anxiety inventory” made by Yu (2003). The raw data collected after the survey was handled with descriptive statistics, t-test, one-way ANOVA, multiple regression analysis, canonic correlation and structure equation model (SEM).

The conclusions of the present research are:
一、Junior high school students have multiple achievement goals, so teachers have to guide them carefully.
二、In contrast to the other three learning strategies, junior high school students have weaker emotion regulation strategy, specifically, male, senior, and the north junior high school students were the weakest.
三、Cognitive test anxiety has more influence on math than what the emotionality component does. Females have higher cognitive test anxiety than male, and emotionality component has more influence on juniors than the others.
四、In contrast to the other two grades, juniors have more diverse achievement goals and higher emotionality component, however, there is no difference of cognitive test anxiety among three grades.
五、Regarding the comparison between high and low test anxiety groups, the high one scored higher in multiple achievement goals, and general cognition, resource management of the learning strategies, but scored lower in emotion regulation of the learning strategies and math.
六、The best effect predictors of math scores were mastery-approach achievement goal, and cognitive appraisal process, resource management of the learning strategies, cognitive test anxiety.
七、Mastery-avoidance achievement goal, cognitive test anxiety, and emotion regulation of the learning strategies were closely related.
八、There is a negative feedback loop between test anxiety and learning strategy, which explains the low correlation between test anxiety and learning strategy.
九、SEM for the relationship of achievement goals and learning behaviors can fit the raw data collected well after modification by modification index, but the model is not parsimonious enough.

Finally, according to the outcome, the present research submits a little suggestion for future research, and gives some advice for the practice of teaching.


Key words: achievement goals, learning strategy, test anxiety, emotion regulation, structure equation model		en_US
dc.description.tableofcontents 目 錄

致謝辭---------------------------------------------------------- Ι
中文摘要-------------------------------------------------------- III
英文摘要-------------------------------------------------------- IV
第一章 緒論
第一節 研究動機與目的------------------------------------------ 1
一、研究動機--------------------------------------------- 1
二、研究目的--------------------------------------------- 3
第二節 研究問題與假設------------------------------------------ 4
一、研究問題--------------------------------------------- 4
二、研究假設--------------------------------------------- 4
第三節 名詞釋義------------------------------------------------ 6
一、成就目標--------------------------------------------- 6
二、學習策略--------------------------------------------- 6
三、考試焦慮--------------------------------------------- 7
第四節 研究限制------------------------------------------------ 8
第二章 文獻探討
第一節 成就目標理論-------------------------------------------- 9
一、成就目標理論之精熟-表現向度的發展-------------------- 14
二、成就目標理論之趨向-逃避向度的發展-------------------- 16
三、由Elliot & McGregor（2001）成就目標理論來看
學習策略、考試焦慮、學業成績的關係--------- 18
第二節 學習策略------------------------------------------------ 19
一、學習策略的定位--------------------------------------- 20
二、有關學習策略的研究----------------------------------- 23
三、學習策略內涵的擴充----------------------------------- 25
第三節 情緒與考試焦慮------------------------------------------ 29
一、考試焦慮--------------------------------------------- 29
二、學業情緒的分類--------------------------------------- 31
三、情緒的認知-動機模式---------------------------------- 32
四、學業情緒的來源：社會認知控制價值理論----------------- 37
五、由Schutz & Davis（2000）的模式來看情緒調節---------- 43
第四節 成就目標、學習策略、考試焦慮、數學成績四者關係---------- 47
一、成就目標與學習策略、考試焦慮、數學成績的關係--------- 47
二、學習策略、考試焦慮、數學成績的關係------------------- 48
第三章 研究設計
第一節 研究假設------------------------------------------------ 50
第二節 研究對象與方法------------------------------------------ 53
一、研究對象--------------------------------------------- 55
二、研究方法--------------------------------------------- 56
第三節 研究工具------------------------------------------------ 57
一、成就目標量表----------------------------------------- 57
二、考試焦慮量表----------------------------------------- 59
三、學習策略量表----------------------------------------- 60
第四節 研究步驟------------------------------------------------ 71
一、確定研究方向----------------------------------------- 71
二、蒐集閱讀相關文獻------------------------------------- 71
三、擬定研究計畫----------------------------------------- 71
四、尋找適合的研究工具----------------------------------- 71
五、抽樣施測--------------------------------------------- 72
六、研究結果分析與討論----------------------------------- 72
七、撰寫結論及建議--------------------------------------- 72
第五節 資料處理------------------------------------------------ 72
一、描述統計--------------------------------------------- 72
二、單因子變異數分析------------------------------------- 73
三、t 考驗----------------------------------------------- 73
四、多元回歸分析----------------------------------------- 73
五、典型相關--------------------------------------------- 73
六、SEM 結構方程模式------------------------------------- 73
第四章 研究結果與討論
第一節 國中生成就目標、學習策略、考試焦慮之現況分析------------ 74
一、成就目標之現況分析----------------------------------- 74
二、學習策略之現況分析----------------------------------- 75
三、考試焦慮之現況分析----------------------------------- 76
第二節 背景變項在成就目標、學習策略、考試焦慮、數學成績上的差異-77
一、性別對成就目標、學習策略、考試焦慮、數學成績的影響--- 77
二、年級對成就目標、學習策略、考試焦慮、數學成績的影響--- 81
三、區域對成就目標、學習策略、考試焦慮、數學成績的影響--- 84
四、小結------------------------------------------------- 87
第三節 高低考試焦慮組在成就目標、學習策略、數學成績上的差異---- 89
一、高低考試焦慮組在成就目標上的差異比較----------------- 89
二、高低考試焦慮組在學習策略上的差異比較----------------- 90
三、高低考試焦慮組在數學成績上的差異比較----------------- 91
四、小結------------------------------------------------- 92
第四節 成就目標、學習策略、考試焦慮對數學成績的多元回歸分析---- 93
第五節 成就目標、學習策略、考試焦慮間的典型相關---------------- 97
一、成就目標與學習策略間的典型相關----------------------- 97
二、成就目標與考試焦慮間的典型相關----------------------- 98
三、學習策略與考試焦慮間的典型相關----------------------- 99
四、小結------------------------------------------------ 101
第六節 成就目標、學習策略、考試焦慮、數學成績間的因果路徑探索- 102
一、初始模式的建立-------------------------------------- 102
二、初始模式之參數估計及考驗---------------------------- 104
三、正式模式的確定-------------------------------------- 106
四、正式模式的評估-------------------------------------- 110
五、正式模式的解釋-------------------------------------- 114
第五章 研究結論與建議
第一節 研究結論----------------------------------------------- 120
第二節 建議--------------------------------------------------- 122
參考文獻-------------------------------------------------------- 126
附錄一---------------------------------------------------------- 134
附錄二---------------------------------------------------------- 137
附錄三---------------------------------------------------------- 138



















表目次


表1 四類成就目標主要概念之界定-------------------------------- 6
表2 四種成就目標的比較---------------------------------------- 12
表3 2 ×2成就目標架構---------------------------------------- 18
表4 學習活動的類型與類別-------------------------------------- 21
表5 歷來學者對學習策略內涵的看法------------------------------ 28
表6 九種學業情緒分類------------------------------------------ 32
表7 中區國中生樣本分佈情形------------------------------------ 53
表8 東區國中生樣本分佈情形------------------------------------ 54
表9 南區國中生樣本分佈情形------------------------------------ 55
表10 北區國中生樣本分佈情形------------------------------------ 56
表11 成就目標之因素負荷量-------------------------------------- 57
表12 成就目標量表之信效度-------------------------------------- 58
表13 考試焦慮量表之信、效度------------------------------------ 59
表14 「學習策略量表」之「一般認知量表」因素分析結果------------ 61
表15 「學習策略量表」之「資源經營量表」因素分析結果------------ 64
表16 「學習策略量表」之「認知評價過程量表」因素分析結果-------- 65
表17 「學習策略量表」之「情緒調節量表」因素分析結果------------ 69
表18 國中生成就目標之現況分析摘要表---------------------------- 75
表19 國中生學習策略之現況分析摘要表---------------------------- 75
表20 國中生考試焦慮之現況分析摘要表---------------------------- 76
表21 不同性別國中生在成就目標上的t檢定------------------------ 78
表22 不同性別國中生在學習策略上的t檢定------------------------ 79
表23 不同性別國中生在考試焦慮上的t檢定------------------------ 80
表24 不同性別國中生在數學成績上的t檢定------------------------ 80
表25 不同年級在成就目標上的F檢定------------------------------ 81
表26 不同年級在學習策略上的F檢定------------------------------ 82
表27 不同年級在考試焦慮上的F檢定------------------------------ 83
表28 不同年級在數學成績上的F檢定------------------------------ 84
表29 不同區域在成就目標上的F檢定------------------------------ 84
表30 不同區域在學習策略上的F檢定------------------------------ 85
表31 不同區域在考試焦慮上的F檢定------------------------------ 86
表32 不同區域在數學成績上的F檢定------------------------------ 86
表33 高低考試焦慮組在成就目標上的t檢定------------------------ 89
表34 高低考試焦慮組在學習策略上的t檢定------------------------ 90
表35 高低考試焦慮組在數學成績上的t檢定------------------------ 91
表36 回歸模式變異分析摘要-------------------------------------- 95
表37 成就目標、考試焦慮、學習策略對數學成績的多元回歸分析摘要-- 96
表38 成就目標與學習策略典型相關分析摘要表---------------------- 98
表39 成就目標與考試焦慮典型相關分析摘要表---------------------- 99
表40 學習策略與考試焦慮典型相關分析摘要表---------------------- 100
表41 正式模式之標準化參數估計及顯著性考驗表-------------------- 109
表42 整體模式適配度各項考驗指標-------------------------------- 111
表43 成就目標與學習行為因果路徑模式之個別信度指標、
潛在變項的成份信度、平均變異抽取量---------- 113
表44 潛在變項間的相關係數矩陣---------------------------------- 116
表45 比較學習策略與考試焦慮間路徑關係、相關係數、模式適合度---- 117
表46 χ2改變量比較表------------------------------------------- 117
表47 明顯依變項（學習策略、考試焦慮、數學成績）間的相關-------- 118












圖目次


圖1 學習活動、學習風格、學習策略、學習技巧概念範圍------------ 20
圖2 建構的學習過程調節模式------------------------------------ 22
圖3 學業情緒、效果及前置事件間的連結摘要---------------------- 42
圖4 考試期間之情緒調節---------------------------------------- 44
圖5 初始模式的因果路經---------------------------------------- 103
圖6 初始模式的因果路經完整模式-------------------------------- 105
圖7 正式模式的因果路經完整模式-------------------------------- 108		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090152029en_US
dc.subject (關鍵詞) 成就目標zh_TW
dc.subject (關鍵詞) 考試焦慮zh_TW
dc.subject (關鍵詞) 學習策略zh_TW
dc.subject (關鍵詞) 情緒調節zh_TW
dc.subject (關鍵詞) 結構方程模式zh_TW
dc.subject (關鍵詞) achievement goalsen_US
dc.subject (關鍵詞) test anxietyen_US
dc.subject (關鍵詞) learning strategyen_US
dc.subject (關鍵詞) emotion regulationen_US
dc.subject (關鍵詞) structure equation modelen_US
dc.title (題名) 成就目標與學習行為的關係zh_TW
dc.title (題名) The Relationship of Achievement Goals and Learning Behaviorsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 參考文獻zh_TW
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dc.relation.reference (參考文獻) 余民寧（民76）。考試焦慮、成就動機、學習習慣與學業成績之研究。國立政治大學教育研究所碩士論文。zh_TW
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