師資生成就目標之發展歷程與其前因後果變項的潛在成長模式考驗

Student Teachers’ Development Process of Achievement Goals and the Latent Growth Model Test of the Cause and Effect Variables

本研究探討成就目標之前因（教師信念）與後果變項（創意教學信念）的結構關係，更進一步整合三者關係，以瞭解成就目標是否扮演教師信念與創意教學信念的中介變項。其中，成就目標與創意教學信念均屬於時間改變因素，而教師信念則設定為時間不變因素。研究樣本為233位國小師資生，共進行四波調查，以多變項潛在成長模型進行分析。分析結果顯示，教師信念會對成就目標的成長斜率產生影響，成就目標的初始狀態與成長速率會對創意教學信念的初始狀態及成長速率產生影響，最重要的是，師資生的教師信念可以透過成就目標的斜率中介，對創意教學信念的初始狀態產生正向的間接效果，並對創意教學信念的成長速率產生負向的間接效果。過去研究少有以縱貫性分析的角度探討成就目標與創意教學信念的動態發展趨勢，本研究以完整的成就目標架構為基礎，以教師信念為前因變項、創意教學信念為後果變項，並採用縱貫研究設計，期完整檢驗成就目標理論架構。由此可見本研究的價值性。根據研究結果，本研究提出對師資生創意教學信念之具體建議，認為應該努力緩解成就目標的下降趨勢，亦應促進創意教學信念的成長。而在成就目標動態發展的建議上，本研究認為精熟趨向、表現趨向、任務趨向都是相當重要的，對於成就目標的影響亦非常顯著，所以，提升師資生對於創意教學的任務感以及具體目標有其必要。

The structural relationship between the cause (teacher belief) and effect (creative teaching belief) variables of achievement goals is discussed in this study. The relationship is further integrated to understand the mediating role of achievement goals in teacher belief and creative teaching belief. Both achievement goals and creative teaching belief are time-varying factors, while teacher belief is set the time invariant factor. 233 student teachers for elementary schools, as the research samples, are preceded four-time survey for the analysis with multivariate latent growth models (MLGM). The analysis results reveal that teacher belief would affect the growth slope of achievement goals and the initial state and growth rate of achievement goals would affect the initial state and growth rate of creative teaching belief. Most importantly, student teachers’ teacher belief is mediated by the slope of achievement goals to positively and indirectly affect the initial state of creative teaching belief as well as negatively and indirectly affect the growth rate of creative teaching belief. In the past, few studies have explored the dynamic development trend of achievement goals and creative teaching beliefs from the perspective of longitudinal analysis which shows the value of this research. More importantly, this research is based on a complete achievement goal framework, with teacher beliefs as antecedent variables, creative teaching beliefs as consequence variables, and a longitudinal research design, hoping to fully test the theoretical framework of achievement goals. This research puts forward specific suggestions for teachers and students’ beliefs in creative teaching. It is believed that efforts should be made to alleviate the decline in achievement goals, and it can also further promote the growth of creative teaching beliefs. Regarding the recommendations for the dynamic development of achievement goals, this study believes that the mastery trend, performance trend, and task trend are all very important, and their impact on the achievement goal is very significant. Therefore, it is necessary to enhance the sense of task and specific goals of teachers and students for creative teaching.