校園暴力行為之診斷與處理策略研究

Aggression Prevention and Control in Junior High School

在本論文中，本研究者提出「目標導向因果模式」，用以說明目標導向的潛在自變項與潛在依變項之間的因果關係。此一因果模式主張：「個人的學習信念」及「表現的環境知覺」會影響「學習的、表現的、逃避的」三類目標導向，進而影響「學習情感反應」與「學習成就表現」。在研究結果的統計方面，以線性結構關係（LISREL8）驗證因果模式。模式驗證結果顯示：本研究所提「目標導向因果模式」與國中二年級277位學生之實際觀察資料相適配；亦即，模式中所說的「個人的學習信念、表現的環境知覺、學生的目標導向、學習情感反應與學習成就表現」之間的因果關係與事實相接近。同時也顯示：「學習的目標導向」是可增進學習效果的正向動機信念，「逃避的目標導向」會降低學習效果的負向動機信念；但是，「表現的目標導向」對「學習情感反應與學習成就表現」的因果關係並不顯著。因此，本研究所提「目標導向因果模式」對瞭解學生的動機信念與學習表現應是個有意義的理論模式。

The purpose of the study was to verify the causal model of goalorientation.And accordingly statistical methods,LISREL8,were adopted toanalyze the data thus collected.In this study,a causal model of goal orientation was proposed toexplain the causal relationship between latent independent variables andlatent dependent variables of goal orientation.It was supposed in thismodel that「personal learning belief」and「performance environmentalperception」have direct effect on three categories of goal orientation,andin turn,the three categories of goal orientation may influence both「learning affective response」and「learning accomplishment」of students.In the study,the causal model of goal orientation was tested.Theresults indicated that the causal model has sound goodness of fit with theempirical data of 277 students from junior high school.This meant thatthe causal model of goal orientation is capable of identifying the relationship between accomplishments and goal orientation in terms of「personallearning belief,learning environmental perception,goal orientation,learningaffective response and learning accomplishment」.In addition,it alsomeant that「the learning goal orientation」with positive motivation maypromote learning results of subjects,but on the other hand,「the avoidance goal orientation」with negative motivation may reduce the learningeffect.However,there was no significant causal relationship between「performance goal orientation」and「learning affective response andlearning accomplishment」.Based on the above mentioned findings of study,It was concludedthat the causal model of goal orientation for analysis on motivational beliefand learning achievement of subjects may be positively supported.