超越四向度：六向度目標導向模式之驗證與分析

Beyond 4 Dimensions: The verification and analysis of the 6-dimensional goal orientation model

目標導向研究者新近主張以工作/自我/他人參照標準及趨向/逃避焦點建構目標導向理論，將目標導向區分為工作趨向、自我趨向、他人趨向、工作逃避、自我逃避及他人逃避六種目標。本研究目的在於考驗依據前述主張所建構的六向度目標導向模式是否更能解釋實際的觀察資料，並分析六向度目標導向與課室目標結構、考試情緒間的關係。為完成上述研究目的，本研究抽取台灣地區722名國中生，所蒐集資料以結構方程模式、模式比較法進行統計考驗。研究結果顯示六向度目標導向模式具有理想的整體適配度、內在品質、幅合與區別效度，適合用來解釋國中生的觀察資料。六種目標導向與課室目標結構、考試情緒具有不同關係。課室目標結構方面，趨向精熟目標結構最能正向預測工作趨向與自我趨向目標；逃避精熟目標結構最能正向預測工作逃避與自我逃避目標；趨向表現目標結構最能正向預測他人趨向目標；逃避表現目標結構最能正向預測他人逃避目標。考試情緒方面，趨向的目標能正向預測正向考試情緒，負向預測負向考試情緒；逃避的目標則負向預測正向考試情緒，正向預測負向考試情緒。本研究根據研究結果在理論上的涵義進行討論，並提出未來研究之建議。

A 6-dimensional goal orientation model has been recently proposed with three types of references (i.e.， task/self/other) and two focuses (i.e.， approach/avoidance): task-approach， self-approach， other-approach， task-avoidance， self-avoidance， and other-avoidance. This study was an attempt to test a confirmatory factor analysis model of the 6-dimensional goal orientation theory by using structural equation modeling (SEM) and model comparison approach. Furthermore， the relationships of these goal orientations with classroom goal structures and test emotions were tested. The participants were 722 junior high school students. The theoretical model fitted the observed data well， supporting the 6-dimensional goal orientation theory. The results of this study also showed that the 6 goals were associated with classroom goal structures and test emotions. In terms of classroom goal structures， the approach mastery goal structure most strongly and positively predicted the task-approach goal and self-approach goal; the avoidance mastery goal structure most strongly and positively predicted the task-avoidance goal and self-avoidance goal; the approach performance goal structure most strongly and positively predicted the other-approach goal; and the avoidance performance goal structure most strongly and positively predicted the other-avoidance goal. In terms of test emotions， approach goals positively predicted the positive test emotions and negatively predicted the negative test emotions; conversely， avoidance goals negatively predicted the positive test emotions and positively predicted the negative test emotions. The implications for this theory and future research were discussed.