國中生數學科學習之目標導向、社會比較、自我效能與課業壓力關係研究

林麗華; 林清文

doi:10.7040/GJ.200310.0087

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P87 - 132

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.7040/GJ

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国中生数学科学习之目标导向、社会比较、自我效能与课业压力关系研究

The Study of the Relationship among Goal Orientation, Social Comparison, Self-Efficacy and Academic Stress

林丽华(Li-Hua Lin) ；林清文(Ching-Wen Lin)

彰化师大辅导学报； 25 期 (2003 / 10 / 01) ， P87 - 132

繁体中文 DOI： 10.7040/GJ.200310.0087

目标导向；自我效能；自我调整；社会比较；课业压力； Goal orientation ； self-efficacy ； self-regulation ； social comparison ； academic stress

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摘要 │ 参考文献 (66) │ 被引用文献 (13) │ 国际计量

摘要〈TOP〉

本研究旨在了解国中学生在数学科的目标导向现况，并采取社会比较理论与自我效能理论模式，探讨目标导向与课业压力的关系，以建立不同目标导向所引领的自我调整课业压力模式。本研究以问卷调查法，使用「学习目标导向量表」、「社会比较问卷」、「数学科自我效能量表」、「学校情境量表」等工作进行资料蒐集，以分层比例班级随机抽样方法得到974份有效样本。针对受试者在量表上的得分，以描述统计、多变项变异数分析、重覆量数单因子变异数分析、积差相关、多元回归分析进行资料分析。研究结果发现如下：
一、国中学生在数学科持偏高的趋成精熟目标与避败精熟目标，及持平的趋成表现目标与避败表现目标，且所持有的趋成精熟目标、避败精熟目标与趋成表现目标、避败表现目标的差异达显着水准。结果亦显示国中学生在追求精熟数学课业的同时，存在趋避冲突的心理困境。
二、男女学生的四类目标导向差异达显着水准，主要差异在於国中女生追求避败取向的目标导向显着於国中男生。不同年级学生的四类目标导向差异达显着水准，主要差异在於一年级学生有较高的趋成精熟、避败精熟及趋成表现目标。整体而言，男生在数学科持有较高趋成导向的目标，女生败持有较高避败导向的目标，而一年级学生有最高的学习企图心。
三、国中学生在数学科的三种社会比较方向差异达导着水准，其中以平行比较为最高，其次为向上比较，显示国中学生在学数学科的学习，更想要了解自我的能力如何，其次为改善自我的知识技能。
四、在目标导向与自我效能的关系方面，自我效能与趋成精熟目标、避败精熟目标及趋成表标的正相关达显着水准，自我效能与避败表现目标的负相关达显着水准，结果亦显示，趋成取向的目标导向和自我效能有较高的正相关，也就是愈是在课业学习上「追求成功」，愈能增进自我效能感。
五、在目标导向与社会比较的关系方面，趋成精熟目标、避败精熟目标与向上比较的正相关达显着水准，趋成表现目标、避败表现目标与平行比较和向下比较的正相关达显着水准。整体而言，本研究支持Bulter对目标导向与比较动机的平移关系之看法。
六、在自我效能与社会比较的关系方面，自我效能与向上比较、平行比较的正相关达显着水准，显示国中学生透过向上比较与平行比较以维持、增进自我效能。
七、在多元回归方面，「趋成精熟目标」、「避败表现目标」、「向下比较」、「自我效能」等四个预测变项能显着解释课业压力总变异量的20.60％。
本研究针对以上结果加以讨论，及根据变项间的相关分析及多元回归分析，建立以四个目标导向引领的课业压力调整模式，并提供建议以做为学校教育、辅导工作及未来研究的参考依据。

并列摘要〈TOP〉

The purposes of this study were to understand junior high school students’ goal orientation in mathematics and the relationship between goal orientation and academic stress by joining social comparison theory and self-efficacy theory, and to establish self-regulation models of academic stress guided by four goal orientations. This study was a survey study. 
976 subjects were sampled randomly with stratified cluster to complete the questionnaire, which including The Academic Goal Orientation Scale, The Social Comparison Questionnaire, The Math Self-Efficacy Scale and The School Situation Scale. Data obtained in this study was analyzed by applying descriptive statistics, MANOVA, ANOVA with repeated measure, Pearson’s product-moment correlation and multiple regression analyses. The findings of this study were as follows:
(1) Junior high school students’ mastery-approach goal and mastery-avoidance goal were both strong, and their performance-approach goal and performance- avoidance goal were both medium. The difference in mastery goal and performance goal was significant. It also indicated junior high school students had approach-avoidance conflict while mastering tasks. 
(2) Gender differences in goal orientation were found. Girls’ score was higher than boys’ on avoiding-failure beliefs. Different grades on goal orientations had significantly difference. The 1st-grade students’ mastery-approach goal, mastery-avoidance goal and performance-approach goal were the strongest. In whole, boys’ approaching-success beliefs and girls’ avoiding-failure beliefs were strong in mathematics. The 1st-grade students’ learning intention was the strongest.  
(3) Social comparison processes differences were found. The highest was lateral comparison and the next was upward comparison. It showed students had the highest motivation to self-assess and the next motivation to self-improvement. 
(4) Self-efficacy was positively associated with three goals: mastery-approach, mastery-avoidance and performance-approach goals, but it was negatively associated with performance-avoidance goal. It also showed the more approaching success beliefs student adopt, the higher self-efficacy they had. 
(5) Both mastery-approach and mastery-avoidance mastery goals were positively associated with upward comparison, and both performance-approach and performance-avoidance goal were positively associated with both downward comparison and lateral comparison. In whole, it supported Bulter’ views about the parallel between goal orientation and the motivations for social comparison. 
(6) Self-efficacy was positively associated with both upward and lateral comparison. It indicated students maintain or enhance their self-efficacy by both upward and lateral comparison. 
(7) Results of multiple regression analyses supported academic stress which could be predicted 22.60% by the factors such as mastery-approach goal, performance- avoidance goal, self-efficacy and downward comparison. 
Based on the correlations of variables and results of multiple regression analyses, the study established self-regulation models of academic stress guided by four goal orientations. Implications of these results were discussed and suggestions for future research were also given.

参考文献 ( 66 ) 〈TOP〉

Ames, C.(1992).Classrooms: Goal, structures, and student motivation.Journal of Educational Psychology,84(3),261-271.
Barron, K. E.,Harackiewicz, J. M.(2001).Achievement goals and optimal motivation: Testing multiple goal models.Journal of Personality and Social Psychology,80(5),706-722.
Bunnk, B. P.,Collins, R. L.,Taylor, S. E.,VanYperen, N. W.,Dakof, G. A.(1990).The affective consequences of social comparison: either direction has its ups and downs.Journal of Personality and social Psychology,59(6),1238-1249.
Chemers, M. M.,Hu, L.,Garcia, B. F.(2001).Academic self-efficacy and first-year college student performance and adjustment.Journal of Educational Psychology,93(1),55-64.
Covington, M. V.,R. Ames,C. Ames (Eds.)(1984).Research on motivation in education.New York:Academic Press.

被引用文献 ( 13 ) 〈TOP〉

国际计量

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