以多重目標觀點探討課室目標結構對國中生自我調整學習策略的影響：課室教學實驗研究

Investigating the Effects of Classroom Goal Structures on Junior High School Students’ Adaptation of Self-Regulated Learning Strategies with the Perspective of Multiple Goals: A Quasi-experimental Study

10.6251/BEP.20141111

林宴瑛(Yen-Ying Lin)；彭淑玲(Shu-Ling Peng)

自我調整學習策略 ； 多重目標 ； 課室目標結構 ； classroom goal structures ； multiple goals ； self-regulated learning strategies

教育心理學報

47卷2期（2015 / 12 / 01）

159 - 178

繁體中文

課室目標結構的研究多探討「單一」而非「多重」課室目標結構對學習行為的效果。本研究採用教學實驗方法，同時探討單一的趨向精熟課室目標結構與多重課室目標結構對自我調整學習策略之影響，及此影響隨時間而改變之情形。為完成此研究目的，本研究抽取6個班級、共152位七年級學生參與此研究。研究以班級為單位進行實驗操弄，分為趨向精熟課室目標結構組、多重課室目標結構組與對照組三組，並於前/後/延後測三階段蒐集自我調整學習策略資料。研究結果顯示課室目標結構與測量階段在動機/情感調整與情境調整策略上的二因子交互作用達顯著。其中，多重課室目標結構對策略使用的保護效果最大，其能維持動機/情感調整與情境調整策略的使用，並對兩種策略產生延宕效果；其次為趨向精熟課室目標結構，其亦能維持動機/情感調整與情境調整策略的使用，但並無延宕效果；對照組在兩種策略的使用上則隨著時間呈現低水準或下降的趨勢。本研究依據研究結果提出建議，以作為提供國中教學學習輔導與未來研究之參考。

Considerable research has addressed which “single” type of classroom goal structure influences students’ learning behaviors instead of multiple classroom goal structures. In this study, the impacts of approach-mastery goal structure and multiple goal structure on self-regulated learning strategies (SRL) were compared and changes of these impacts over time wereinvestigated with a quasi-experimental approach. Six classes with 152 seventh-grade junior high school students in Taipei City participated in this study. All the classes were conducted as individual study groups for different manipulations, including 3 distinct levels: approach-mastery classroom goal structure, multiple classroom goal structure, and control group. The effects of classroom goal structures on SRL were examined at 3 stages: pre-test, post-test and delayed post-test. The results showed that there were significant two-way interactive effects between the classroom goal structures and measurement occasions on motivational/affective regulation (MR) and contextual regulation (CR) strategies. We found that multiple classroom goal structures had the best impact on students' adaption of SRL because of its positive effects on MR and CR for both the post-test and delayed post-test; approach-mastery goal structure had minor positive effects on MR and CR because of its positive effects for only the post-test and not delayed post-test; the average scores for MR and CR in the control group declined or showed low-levels with time. In the conclusion, the implication for the theory and research are discussed.

1. 林易慧、程炳林(2006)。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之影響。教育心理學報，37(3)，231-255。
   連結：
2. 林宴瑛、程炳林(2007)。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39(2)，173-194。
   連結：
3. 侯玫如、程炳林、于富雲(2004)。多重目標導向與自我調整學習之關係。教育心理學報，35(3)，221-248。
   連結：
4. 彭淑玲、程炳林(2005)。四向度課室目標結構、個人目標導向與課業求助行為之關係。師大學報：教育類，50，69-95。
   連結：
5. 程炳林(2002)。多重目標導向、動機問題與自我調整策略之交互作用。師大學報：教育類，47，39-58。
   連結：
6. Ames, C.(1992).Classroom: Goals, structures, and student motivation.Journal of Educational Psychology,84(3),261-271.
7. Ames, C.,Archer, J.(1988).Achievement goals in the classroom: Students' learning strategies and motivation processes.Journal of Educational Psychology,80(3),260-267.
8. 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.
9. Boekaerts, M.(Ed.),Pintrich, P. R.(Ed.),Zeidner, M.(Ed.)(2000).Handbook of self-regulation.San Diego, CA:Academic Press.
10. Elliot, A.,McGregor, H.(2001).A 2×2 achievement goal framework.Journal of Personality and Social Psychology,76,501-519.
11. Harackiewicz, J.,Barron, K.,Elliot, A.(1998).Rethinking achievement goals: When are they adaptive for college students and why?.Educational Psychologist,33,1-21.
12. James, V. H.,Yates, S. M.(2007).Extending the multiple-goal perspective to tertiary classroom goal structures.International Education Journal,8,68-80.
13. Kaplan, A.,Gheen, M.,Midgley, C.(2002).Classroom goal structure and student disruptive behavior.British Journal of Educational Psychology,72,191-211.
14. Kuhl, J.(Ed.),Beckmann, J.(Ed.)(1985).Action control: From cognitive to behavior.New York, NY:Springer-Verlag.
15. Lau, S.,Nie, Y.(2008).Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.Journal of Educational Psychology,100(1),15-29.
16. Linnenbrink, E. A.(2005).The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning.Journal of Educational Psychology,97(2),197-213.
17. Luo, W.,Hogan, D.,Paris, S. G.(2011).Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure.Learning and Individual Difference,21,526-535.
18. Michou, A.,Mouratidis, A.,Lens, W.,Vansteenkiste, M.(2013).Personal and contextual antecedents of achievement goals: Their direct and indirect relations to students' learning strategies.Learning and Individual Difference,23,187-194.
19. Murayama, K.,Elliot, A. J.(2009).The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.Journal of Educational Psychology,101(2),432-447.
20. Otis, N.,Grouzet, M. E.,Pelletier, L. G.(2005).Latent motivational change in an academic setting: A 3-year longitudinal study.Journal of Educational Psychology,97(2),170-183.
21. Peng, S. L.,Cherng, B. L.,Chen, H. C.,Lin, Y. Y.(2013).A model of contextual and personal motivations in creativity: How do the classroom goal structures influence creativity via self-determination motivations?.Thinking Skills and Creativity,10,50-67.
22. Pintrich, P. R.(1999).Taking control of research on volitional control: Challenges for future theory and research.Learning and Individual Difference,11(3),335-355.
23. Pintrich, P. R.(2000).Multiple goals, multiple pathways: The role of goal orientation in learning and achievement.Journal of Educational Psychology,92(3),544-555.
24. Roeser, R. W.,Midgley, C.,Urdan, T.(1996).Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.Journal of Educational Psychology,88,408-422.
25. Ryan, A. M.,Gheen, M. H.,Midgley, C.(1998).Why do students avoid asking for help? An examination of the interplay among students' academic efficacy, teacher's social-emotional role, and the classroom goal structure.Journal of Educational Psychology,90(3),528-535.
26. Schwinger, M.,Stiensmeier-Pelster, J.(2011).Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals.British Journal of Educational Psychology,81,680-699.
27. Urdan, T. C.(2004).Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture.Journal of Educational Psychology,98,251-264.
28. Urdan, T.,Midgley, C.(2001).Academic self-handicapping: What we know, what more there is to learn?.Educational Psychology Review,13(2),115-138.
29. Volet, S.(Ed.),Jarvela, S.(Ed.)(2001).Motivation in learning contexts: Theoretical advances and methodological implications.New York, NY:Pergamon.
30. Wolters, C. A.(2004).Advancing achievement goal theory: Using goal structures and goal orientation to predict students' motivation, cognition, and achievement.Journal of Educational Psychology,96(2),236-250.
31. Wolters, C. A.(2003).Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning.Educational Psychologist,38(4),189-205.
32. Wolters, C. A.,Daugherty, S. G.(2007).Goal structure and teachers' sense of efficacy: Their relation and association to teaching experience and academic level.Journal of Educational Psychology,99,181-193.
33. Xiang, P.,Lee, A.(2002).Achievement goals, perceived motivational climate, and student's self-reported mastery behaviors.Research Quarterly for Exercise and Sport,73,58-65.
34. 吳青蓉(2001)。Taipei, Taiwan，國立台灣師範大學教育心理與輔導學系=Department of Educational Psychology and Counseling, National Taiwan Normal University。
35. 林清山譯、Mayer, R. E.(1997)。教育心理學─認知取向。台北:遠流。
36. 陳嘉成(1999)。Taipei, Taiwan，國立政治大學教育系=Department of Education, National Chengchi University。
37. 陳嘉成(2005)。個人目標／目標結構以及知覺課室目標變化對適應學習組型之影響。台灣心理學會第四十四屆年會，中壢=Zhungli, Taiwan:
38. 傅瓊儀(2006)。Taipei, Taiwan，國立臺灣師範大學教育心理與輔導學系=Department of Educational Psychology and Counseling, National Taiwan Normal University。
39. 謝志偉(2003)。Changhua, Taipei, Taiwan，國立彰化師範大學教育研究所=Graduate Institute of Education, National Changhua University of Education。
40. 謝岱陵(2003)。Tainan, Taiwan，國立成功大學教育研究所=Institute of Education, National Cheng Kung University。

1. 程炳林,彭淑玲(2020)。學生為何作弊？以條件化間接效果考驗課室目標結構、個人成就目標、無聊與作弊之關係。教育心理學報，51(3)，387-413。
2. 簡嘉菱、程炳林(2018)。學業拖延與課業情緒之交互關係：課室目標結構的調節效果。教育心理學報，50(2)，293-313。
3. 彭淑玲(2017)。未來取向之自我調整學習模式考驗暨檢驗課室目標結構的調節效果。教育心理學報，48(3)，371-397。
4. 彭淑玲(2021)。不同回饋操弄對臺灣國中生期望－價值信念與學習表現之影響。教育心理學報，53(2)，383-405。
5. 張芳全,江淑芳(2020)。馬公國中九年級生背景因素與自律學習對英語學習成就影響之研究。學校行政，126，86-117。
6. (2018)。多重目標組型、多重課室目標結構組型與求助行為之關係：質、量觀點分析。教育與心理研究，41(3)，85-112。
7. (2021)。「國中公民與社會科自我調整學習量表」 之編製與驗證。教育研究學報，55(1)，71-98。