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
| Identifer | oai:union.ndltd.org:CHENGCHI/G0090152029 |
| Creators | 李仁豪, Ren-Hau Li |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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