課室社會目標結構之建構暨其與個人社會目標、求助行為之關係

The Construction of Social Classroom Goal Structure and Its Relationship with Social Goals and Help-Seeking Behavior

社會目標在學習歷程中扮演重要角色，而過去研究卻少探討，以社會目標理論觀點所形成學習情 境之研究更是付之闕如，因此本研究建構課室社會目標結構驗證性因素分析模式來考驗其適配 度，並探討其與個人社會目標、求助行為之關係。本研究抽取1032 名國二學生為樣本，以結構 方程模式與階層迴歸進行分析。研究結果顯示：（1）本研究所建構課室社會目標結構驗證性因素 分析模式獲得觀察資料支持；（2）課室社會目標結構與社會目標有對應關係；（3）社會關係與社 會責任目標正向預測工具性求助，社會關係目標負向預測逃避求助，社會責任目標負向預測執行 性求助；社會地位目標正向預測執行性與逃避求助；（4）課室社會關係與課室社會責任目標結構 正向預測工具性求助，課室社會關係目標結構正向預測執行性求助，課室社會責任目標結構負向 預測逃避求助，課室社會地位目標結構正向預測執行性與逃避求助。（5）社會目標為課室社會目 標結構與求助行為的中介變項。本研究根據結果進行討論，並提出建議。

Social goals， which few studies have focused on， play a significant role in the learning process. Research on learning situations from social goal theory perspectives (social classroom goal structure) has been even less. Therefore， the purpose of this study was to construct a confirmatory factor analysis (CFA) model of social classroom goal structure to test how it fit with observed data and to analyze the relationships among social classroom goal structure， social goals and help-seeking behavior. The participants were 1，032 junior high school students. Structural equation modeling and regression analysis were used. The following results were obtained: (a) the CFA model of social classroom goal structure fit the observed data well， (b) social classroom goal structure fit in with social goals， (c) social relationship and social responsibility goals positively predicted instrumental help seeking; social relationship goals negatively predicted avoidance help seeking; social responsibility goals negatively predicted executive help seeking; social status goals positively predicted executive help seeking and avoidance help seeking， (d) social relationship and social responsibility classroom goal structure positively predicted instrumental help seeking; social relationship classroom goal structure positively predicted executive help seeking; social responsibility classroom goal structure negatively predicted avoidance help seeking; social status classroom goal structure positively predicted executive help seeking and avoidance help seeking， and (e) the effects of social classroom goal structure on help seeking behavior were mediated by social goals. Based on the findings in this research， implications for theory， practice and further research are discussed.