知識/認識觀、目標導向與認知投入徑路模式之檢驗

An Empirical Examination of Relationships Among Students' Epistemological Beliefs, Goal Orientations and Cognitive Engagement Model

學習觀是學習者所擁有對學習的解讀與信念，要了解學生的學習觀並引導成功學習，需同時探究學習者的成就動機目標、策略與知識/認識觀。本研究旨在建構並檢證知識/認識觀、目標導向與認知投入徑路模式，及驗證目標導向在知識/認識觀與認知投入間的中介效果。以323名國小五年級學生為對象，研究工具為「知識/認識觀量表」、「目標導向量表」及「認知投入量表」。以結構方程模式LISREL8.54之ML法進行模式適配度考驗，結果顯示理論模式整體品質尚佳，能用來解釋實際的觀察資料，驗證目標導向為知識/認識觀與認知投入的中介，而成熟知識/認識觀會透過精熟目標正向影響深層及淺層認知投入的策略使用；質樸知識/認識觀會透過趨向表現目標間接正向影響淺層認知投入；質樸知識/認識觀會透過逃避表現目標間接負向影響淺層認知投入。

This study proposes a model to explain how epistemological beliefs and goal orientations relate to cognitive engagement. The author conducts an empirical experiment to examine the assumption that epistemological beliefs influence cognitive engagement indirectly through their effects on goal orientations.
This study utilizes the Epistemological Belief Scale, Goal Orientation Scale, and Cognitive Engagement Scale to measure 323 fifth graders in Taiwan. Data gathered in this study are analyzed using hierarchical regression with LISREL 8.54 with the maximum likelihood method. The result indicates a generally acceptable fit of the model with that the χ2（66,N=323）=235.87 (p<.05) is significant; and the goodness of fit values over .90; RMSEA(.06) values less than .05; and PGFI(.66) and PNFI(.57) value over .50. The epistemological beliefs significantly influence deep cognitive engagement (β=.57, p<.001) and surface cognitive engagement (β=.18, p<.05) in Model 1. With the inclusion of mastery, approach-performance and avoidance-performance goals, the influence of epistemological beliefs on deep and surface cognitive engagement becomes insignificant in Model 2. The author contends that the epistemological beliefs influence deep and surface cognitive engagement indirectly through mastery, approach-performance and avoidance-performance goals. This evidence reflects the important mediating process of goal orientations between epistemological beliefs and cognitive engagements. The sophisticated epistemological beliefs positively influence deep cognitive engagement and surface cognitive engagement through the introduction of mastery goals. The naive epistemological beliefs positively influence surface cognitive engagement indirectly through approach-performance goals. The naïve epistemological beliefs negatively influence surface cognitive engagement indirectly through avoidance-performance goals.