課室目標結構知覺量表之修訂與信、效度之衡鑑

The Revision of Perceived Classroom Goal Structure Scale and the Evaluation of Its Reliability and Validity

受到成就目標理論的影響，當前課室目標結構知覺的測量主張學習者能夠知覺到教師形塑的情境目標。然而，成就目標在測量內涵與理論再概念化等問題上，至今仍未有相關研究探討植基於成就目標理論發展的課室目標結構知覺觀點，在測量上是否有修正的實益。因此，本研究主要目的在於：(1)參考成就目標測量內涵上的問題與六向度理論再概念化的主張，修訂課室目標結構知覺量表；(2)檢驗六向度課室目標結構知覺模式適於解釋觀察資料的程度；(3)瞭解理論模式的測量穩定性。為達研究目的，本研究進行三階段抽樣，分別以377 位、740 位與767 位國中八年級學生進行量表預試、模式驗證及複核效度的檢驗。研究結果發現，(1)六向度課室目標結構知覺模式具有良好的內外在品質，但潛在變項間相關偏高，顯示出在六個一階因素之上分別有課室精熟目標與課室表現目標兩個二階因素；(2)課室目標結構知覺量表具有良好的複核效度，顯示出課室目標結構知覺的測量具有相當程度的穩定性。教學實務工作者可從學習任務（task）、教師專業（authority）、認同（recognition）、分組（grouping）、評量（evaluation）與時間安排（time）（T.A.R.G.E.T）等六個層面來形塑精熟的課室情境。

The measurement of perceptions of classroom goal structure, rooted in achievement goal theory, argued that students could perceive contextual goals shaped by their teachers. Currently, achievement goal has suffered critics on the issues of measurement and theoretical re-conceptualization. However, the revisions of perceived classroom goal structure based on achievement goal theory were rarely investigated in terms of their utility in classroom settings. The purposes of the present study are to: (1) Revise the scale of perceived classroom goal structure according to the problems highlighted by achievement goal researchers; (2) Examine the extent to which the revised model fit the data; (3) Investigate the measurement stability of the theoretical model. In order to achieve the purposes, the present study adopted a three-step sampling procedure, which involved 373, 740, and 767 eighth graders in the pilot study, model verification, and cross-validitation test, respectively. Results showed: (1) The perception of classroom goal structure with six dimensions hold good internal and external validity. However, high correlations among six first-order factors indicated that there were two second-order factors, classroom mastery goal and classroom performance goal, behind the first-order ones. (2) The perceived classroom goal structure scale was good in cross- validation. It indicated that the measurement of classroom goal was fairly stable. In practice, the six aspects composed of task, authority, recognition, grouping, evaluation, and time could be adopted to form a mastery oriented classroom.