寫作認知調整策略成長軌跡及其動機與情境影響因素分析

The Growth Trajectories of Cognitive Self-regulated Strategy of Writing and Its Motivational and Contextual Influencing Factors

本研究探討寫作認知調整策略成長軌跡型態，同時分析寫作自我效能成長因素與精熟課室目標結構的預測效果。樣本選取高雄市15所國小31個班級共828名五年級學生，從上學期開始，共追蹤施測四次，每次間隔約三個月。有條件成長混合模式的分析結果確認兩個寫作認知調整策略潛在類別，分別是高穩定組與低遞減組。前者有較高的策略初始水準且維持高穩定的成長趨勢；後者有較低的初始水準且隨時間呈現下降趨勢。寫作自我效能成長因素與精熟課室目標結構皆能顯著預測隸屬潛在類別。在高穩定組，隨時間變動的策略型態因素並不受寫作自我效能成長因素與精熟課室目標結構的影響；在低遞減組，寫作自我效能下降趨勢會強化策略運用隨時間的下降趨勢，精熟課室目標結構則能緩和策略運用的下降趨勢。可見相較於高穩定組，寫作自我效能成長情形對低遞減組的影響更為重要，精熟課室目標結構則發揮正向支持作用。本研究結果顯示潛在類別能調節寫作自我效能成長因素與精熟課室目標結構對寫作認知調整策略成長趨勢的效果。最後，本研究依據研究結果提出教學實務與未來研究建議。

The study investigated patterns of growth trajectories of cognitive self-regulated strategy of writing in relation to the growth of writing self-efficacy and mastery goal structure. The sample consisting of 828 5th-graders representing 31 classrooms from 15 schools in Kaohsiung City participated in a longitudinal study. The students were surveyed over 4 time points with each measurement about 3-month interval from the first semester of 5th-grade. Using conditional growth mixture modeling；the study identified two patterns representing different growth trajectories of cognitive self-regulated strategy of writing. One is associated with higher initial scores and leveling off；named high stability class；and the other is associated with lower initial scores and decreasing slightly；named low decreasing class. Writing self-efficacy growth factors and mastery goal structure significantly predicted latent class membership. Within the high stability class writing self-efficacy shape factor and mastery goal structure were not significantly predictive of strategy shape factor. Within the low decreasing class the decreasing status of writing self-efficacy strengthened the decreasing status of strategy trajectory；but mastery goal structure buffered the negative strengthened effect. Obviously the class-varying effects of covariates implied that the latent class membership moderated the relationships between writing self-efficacy and mastery goal structure and the within-class strategy trajectories. The results also included advice for the teacher’s instruction and future research.