你求助嗎？個人目標導向與適應／非適應課業求助／避助行為之關係

Do you ask for help? Exploring the Relations between Achievement Goal Orientations and Academic Adaptive/Nonadaptive Help-seeking/Help-avoidance Behaviors

過去研究多探討學習者採取的課業求助行為類型，鮮少區分課業避助行為。本研究目的是：（1） 統整課業求助／避助行為，進一步區分避免求助類型，據此編製課業求助／避助行為量表（含工 具性求助、執行性求助、掩飾性避助、獨立性避助與完全不求助），並考驗該量表之信、效度；（2） 分析五種課業求助／避助行為之適應、非適應行為屬性；（3）探討個人目標導向與課業求助／避 助行為之關係。本研究抽取共1376 位七至九年級國中生進行施測，蒐集資料以結構方程式進行 分析。研究結果顯示：（1）課業求助／避助行為量表具有良好信、效度，可用來解釋國中生在數 學科中採取的課業求助／避助行為；（2）工具性求助與獨立性避助為適應行為，執行性求助、掩 飾性避助與完全不求助則為非適應行為；（3）個人目標導向可預測課業求助／避助行為，其中趨 向精熟目標最能促進適應的求助／避助行為、並抑制非適應的求助／避助行為；而逃避表現目標 則與趨向精熟目標帶來的結果相反。

The topic of academic help-seeking behavior has been extensively researched in past studies. Nevertheless， few studies explore both the help-seeking behaviors and its counterpart， namely， help-avoidance simultaneously. This study， accordingly， aims to achieve the following objectives: (a) developing the Academic Help-Seeking/Help-Avoidance Behaviors Scale and testing its validity and reliability; (b) clarifying the attribute of five help-seeking/help-avoidance behaviors as adaptive or nonadaptive; (c) investigating the relations between the achievement goal orientations and five help-seeking/help-avoidance behaviors. 1376 junior high school students were recruited in the study. Structure equation modeling was used for data analysis. The results showed that: (a) the Academic Help-Seeking/Help-Avoidance Behaviors Scale containing instrumental help-seeking， executive help-seeking， independent help-avoidance， covert help-avoidance， and complete help-avoidance had a good validity and reliability， indicating that the scale was suitable for examining the academic help-seeking/help-avoidance behaviors adopted by students in math; (b) instrumental help-seeking and independent help-avoidance could be regarded as adaptive behaviors， while executive help-seeking， covert help-avoidance， and complete help-avoidance were considered nonadaptive behaviors; (c) academic help-seeking/help-avoidance could be predicted by achievement goal orientation. Most specifically， approach-mastery goal could promote the adoption of adaptive help-seeking/help-avoidance behaviors but inhibit students’ tendency toward nonadaptive help-seeking/help-avoidance behaviors. The predictive effect of avoidance-performance goal on academic help-seeking/help-avoidance displayed the opposite result to that by mastery-approach goal. Based on these findings， pedagogical implications were discussed to offer reference for teaching and counseling.