趨向表現目標的類別及其與適應性學習組型之關係

The Classification of Approach Performance Goal and the Relationships between Approach Performance Goal and Adaptive Patterns of Learning

在成就目標理論的研究中，多數的研究者採相對能力來定義表現目標。然而，自從基準目標理論至今，卻仍有一些研究者採取不同的概念來界定表現目標。本研究試圖整合這些不同的定義，重新將表現目標區分成相對能力、外在酬賞及他人期望三種，並以趨向焦點為探討核心，考驗本研究所提出的趨向表現目標分類架構是否受觀察資料的支持，同時分析三種趨向表現目標與適應性學習組型之關係。本研究以799名國中生為研究樣本，並以結構方程模式及潛在變項迴歸分析來考驗各項假設。研究結果顯示：（一）本研究所建構的趨向表現目標驗證性因素分析模式受到觀察資料的支持，適合用來解釋國中生的觀察資料，而相對能力、外在酬賞及他人期望三種趨向表現目標具有區別效度，是可區別的建構。（二）國中生的趨向表現目標能預測其適應性學習組型，而且三種趨向表現目標對適應性學習組型各有不同的效果。就預測的強度而言，他人期望是適應性學習組型最有力的預測變項，其次是相對能力；就預測的方向來看，他人期望和相對能力對受試者的適應性學習組型具有正向的效果，但是外在酬賞對受試者的適應性學習組型則具有負向的效果。本研究根據研究結果在理論上及實務上的涵義進行討論，並提出未來研究上的建議。

Achievement goal theory has emerged as a predominant framework for understanding students' achievement motivation. Interestingly， in the literature of achievement goal researches， most researchers have adopted the relative ability to define approach performance goal. In this study an attempt has been made to integrate the varied definitions of performance goal and to differentiate among relative ability goal， extrinsic rewards goal and others’ expectations goal. The main purposes are addressed in this study: First， to verify the goodness of fit between empirically observed data and the confirmatory factory analysis model of approach performance goals proposed by the authors. Second， to analyze the relations between students’ approach performance goal and adaptive patterns of learning. The participants were 799 junior high school students. The instruments used in this study included Approach Performance Goal Scale and Adaptive Patterns of Learning Scale. The following results were obtained: (a) the maintained model fit the observed data well and three kinds of approach performance goals were distinguishable constructs， and (b) relative ability goal and others’ expectations goal positively predicted junior high school students’ adaptive patterns of learning. Conversely， the extrinsic rewards goal negatively predicted students’ adaptive patterns of learning. Moreover， the others’ expectations goal was the strongest predictor of students’ adaptive patterns of learning than relative ability goal and extrinsic rewards goal. Based on the findings in this research， implications for theory， practice and future research were discussed.