國中生逃避策略的改變暨其與知覺課室目標結構及羞愧情緒之關係

Use of Avoidance Strategies in Taiwanese Junior High School Students and Such Strategies' Relationship to Classroom Goal Structures and Feelings of Shame

本研究統整成就目標理論與學業情緒理論，探討學習情境（課室目標結構）與學業情緒（羞愧）如何共同影響學生逃避策略的使用。本研究以臺灣七年級生為對象（N = 427），進行為期半年、共兩次測量的縱貫性研究（七下～八上），以探討課室目標結構、羞愧與逃避策略三者在同一時間點上的關係（七下／八上）；課室目標結構、羞愧與逃避策略三者隨著時間的改變情形、方向及三者的改變是否彼此有關（七下～八上）。結果發現：首先，從七下至八上期間，學生知覺的精熟目標結構並無改變，但學生知覺的表現目標結構、在學習中產生的羞愧情緒及逃避策略的使用情形均顯著上升；其次，橫斷與縱貫性資料分析結果均支持知覺的表現目標結構與羞愧可預測逃避策略的使用：即分別在七下與八上時，當學生知覺課室情境強調表現目標時、愈可能在學習後產生羞愧情緒、並進而促進逃避策略的使用；另一方面，從七下至八上期間，當學生知覺課室情境強調表現目標的線索愈來增加、其在學習後產生羞愧的情緒亦增加、並進而促使其採用逃避策略的情況也隨之增加。然而，學生知覺的精熟目標結構均無法預測羞愧與逃避策略。本研究依據研究結果進行討論，並提出教學與未來研究建議。

Studies have revealed that students often intentionally employ avoidance strategies, which may lead to a loss of self-confidence, low academic achievement, or even dropout. Furthermore, the emergence of the use of avoidance strategies may be a predictor of students' discontinuation of their education (Butler, 1998; Turner et al., 2002; Urdan, 2004). According to Turner et al. (2002), common avoidance strategies among students are help avoidance, resisting novel approaches to academic work (i.e., novelty avoidance), and purposefully withdrawing effort (i.e., self-handicapping). Students may employ these strategies because, according to the self-worth theory (Covington, 1992), they wish to divert others' attention from their abilities when they are unsure of being able to complete a task; avoidance strategies are a means of protecting their self-worth. In this study, we integrated achievement goal theory (Ames, 1992) and academic emotion theory (Pekrun et al., 2002) to investigate the relationships among students' perceived classroom goal structures, feelings of shame, and use of avoidance strategies; we further investigated the means through which students' perceived classroom goal structure indirectly influences their avoidance strategies through feelings of shame. Related studies have reported that middle school students' motivation and performance decline over time (Shim et al., 2013; Urdan & Midgley, 2003), indicating that, if a researcher collects data at a single time point to test the relationships among variables (i.e., a cross-sectional design), the researcher would be unable to ascertain whether the variables change over time, the direction of such changes, and whether the changes in the variables are interrelated. In addition, studies of middle school students have mostly focused on changes in students' adaptive learning patterns rather than changes in their maladaptive learning patterns (e.g., feelings of shame and avoidance strategies) over time. In consideration of these factors, we conducted two measurements: one in the second semester of the seventh grade and one in the first semester of the eighth grade. We first investigated the relationship among perceived classroom goal structure, shame, and avoidance strategies in seventh grade and eighth grade students (cross-sectional design). We then evaluated the changes in the three variables and the directions of these changes and determined whether these changes were interrelated from the second semester of seventh grade to the first semester of eighth grade.