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

Test of a model of future-oriented self-regulated learning and an examination of the moderating effect of classroom goal structures in the model.

10.6251/BEP.20160304

彭淑玲(Shu-Ling Peng)

未來目標 ； 自我調整學習 ； 個人目標導向 ； 課室目標結構 ； classroom goal structures ； future goal ； personal goal orientation ； self-regulated learning

教育心理學報

48卷3期（2017 / 03 / 01）

371 - 397

繁體中文

本研究統整未來目標與成就目標理論，建構「未來取向之自我調整學習模式」，以解釋學習者的未來、近側目標對其自我調整學習（SRL）之影響；此外，本研究加入情境因素，探討課室目標結構（情境）與個人目標導向（個人）之交互作用對SRL 的影響。為完成上述目的，本研究以768 位國中生為觀察資料，並以結構方程模式進行統計分析。結果顯示本研究提出的理論模式受到國中生觀察資料支持，並指出未來內在目標最能預測趨向精熟目標，未來外在目標最能預測趨向表現目標，而趨向精熟目標對SRL 的預測效果最高。再者，研究結果支持課室目標結構在個人目標導向與SRL 之關係上的調節效果：當學習者知覺到精熟目標結構時，能提升趨向表現目標對SRL 的正向預測效果；當學習者知覺到表現目標結構時，則降低趨向表現目標對SRL 的正向預測效果。本研究依據研究結果提出建議，以作為提供國中教學輔導與未來研究之參考。

This study integrates future goal theory and achievement goal theory. This study aims to (a) construct a model of future-oriented self-regulated learning to explain the relations among students' distant goals, proximal goals, and self-regulated learning (SRL), and (b) investigate the moderating effect of students' perceptions of classroom goal structures within the model. 768 junior high school students were recruited to participate in the study. Structure equation modeling was used for data analysis. The results showed that the proposed model was supported by the observed data and truly suitable to interpret the relations among future goals, personal goal orientation, and SRL among Taiwanese students. Future intrinsic goal was found to be most strongly related to approach-mastery goal, whereas future extrinsic goal most closely associated with approach-performance goal. Also, approach-mastery goal had the strongest positive influence on SRL. Regarding the moderating role, it was found that classroom goal structures moderated the relation between personal goal orientation and SRL; namely, the small, positive relationship between approach-performance goal and SRL was enhanced within mastery classroom goal structures but was reduced within performance classroom goal structures. This empirical study not only contributes to theory development but also sheds light on the practice of teaching and mentoring.

1. 宋秋美、程炳林、周啟葶(2010)。課室目標結構對個人目標導向的調節效果。教育心理學報，42，99-122。
   連結：
2. 林易慧(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，37，231-255。
   連結：
3. 林宴瑛、彭淑玲(2015)。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：課室實驗教學研究。教育心理學報，47，159-178。
   連結：
4. 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，39，173-194。
   連結：
5. 林啟超(2009)。高職學生之未來時間觀、成就目標與適應性學習行為徑路模式之檢驗。教育實踐與研究，22，81-112。
   連結：
6. 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：
7. 彭淑玲、程炳林(2012)。國中生未來目標量表之建構與信、效度分析。測驗學刊，59，547-579。
   連結：
8. 程炳林(2003)。四向度目標導向模式之研究。師大學報：教育類，48，39-58。
   連結：
9. Jöreskog, K. G., & Sörbom, D. (2001). LISREL (Version 8.51) [Computer software]. Lincolnwood, IL: Scientific Software International..
10. Kasser, T., & Ryan, R. M. (2004). Aspirations Index. Retrieved September, 30, 2004, from the University of Rochester Self-Determination Theory website at http://www.psych.rochester.edu/SDT/measures/aspir_scl.html.
11. Ames, C.(1992).Classroom: Goals, structures, and student motivation.Journal of Educational Psychology,84,261-271.
12. Ames, C.,Archer, J.(1988).Achierement goals in the classroom: Studonts learningstrategies and motiva tion process.Journal of Educational Psychology,80(3),260-267.
13. Andriessen, I.,Phalet, K.,Lens, W.(2006).Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools.British Journal of Educational Psychology,76,827-850.
14. Bandalos, D. L.(2002).The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling.Structural Equation Modeling,9,78-102.
15. Barron, B. K.,Harackiewicz, J. M.(2000).Achievement goals and optimal motivation: Testing multiple goal models.Journal of Personality and Social Psychology,80,706-722.
16. Boekaerts, M.(Ed.),Pintrich, P. R.(Ed.)(2000).Handbook of self-regulation.San Diego, CA:Academic Press.
17. Bollen, K. A.(1989).Structural equations with latent variables.New York:John Wiley & Sons.
18. Cohen, J.(1988).Statistical power analysis for the behavioral sciences.Hillsdale, NJ:Erlbaum Associates.
19. Covington, M. V.,Müeller, K. J.(2001).Intrinsic versus extrinsic motivation: An approach-avoidance reformation.Educational Psychology Review,13,157-175.
20. Deci, E. L.,Ryan, R. M.(2000).The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior.Psychological Inquiry,11,227-268.
21. Diamantopoulos, A.,Siguaw, J. A.(2000).Introducing LISRES: A guide for the uninitiated.Thousand Oaks, CA:Sage.
22. Dweck, C. S.,Leggett, E. L.(1988).A social-cognitive approach to motivation and personality.Psychological Review,95,256-273.
23. Elliot, A. J.(1999).Approach and avoidance motivation and achievement goals.Educational Psychologist,34,169-189.
24. Elliot, A. J.,Harackiewicz, J. M.(1996).Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.Journal of Personality and Social Psychology,70,461-475.
25. Elliot, A. J.,McGregor, H. A.(2001).A 2×2 achievement goal framework.Journal of Personality and Social Psychology,80,501-519.
26. Hair, J. F., Jr.,Anderson, R. E.,Tatham, R. L.,Black, W. C.(1998).Multivariate data analysis.Englewood Cliffs, NJ:Prentice-Hall.
27. Harackiewicz, J. M.,Barron, K. E.,Elliot, A. J.(1998).Rethinking achievement goals: When are they adaptive for college students and why?.Educational Psychologist,33,1-21.
28. Huang, C.(2012).Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.Journal of Educational Psychology,104,48-73.
29. Jöreskog, K. G.,Sörbom, D.(1993).LIS REL 8: Structural equation modeling with the SIMPLIS command language.Chicago:Scientific Software International.
30. Kaplan, A.,Gheen, M.,Midgley, C.(2002).Classroom goal structure and student disruptive behavior.British Journal of Educational Psychology,72,191-211.
31. Kasser, T.,Ryan, R. M.(1993).A dark of the American dream: Correlates of financial success as a central life aspiration.Journal of Personality and Social Psychology,65,410-422.
32. Kline, R. B.(1998).Structural equation modeling.New York, NY:the Guilford Press.
33. Kuhl, J.(Ed.),Beckmann, J.(Ed.)(1985).Action control: From cognitive to behavior.New York, NY:Springer-Verlag.
34. 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,100,15-29.
35. Lee, J. Q.,McInerney, D. M.,Liem, G. A. D.,Ortiga, Y. P.(2010).The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective.Contemporary Educational Psychology,35,264-278.
36. 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,97,197-213.
37. Marcoulides, G. A.(Ed.)Schumacker, R. E.(Ed.)(1996).Advanced structural equation modeling techniques.Hillsdale, NJ:Erlbaum.
38. Marsh, H. W.,Dowson, M.,Pietsch, J.,Walker, R.(2004).Why multicollinearity matters: A reexamination of relations between self-efficacy, self-concept, and achievement.Journal of Educational Psychology,96,518-522.
39. Meece, J. L.,Blumenfeld, P. C.,Hoyle, R. H.(1988).Students' goal orientations and cognitive engagement in classroom activities.Journal of Educational Psychology,80,514-523.
40. Middleton, M. J.,Midgley, C.(1997).Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.Journal of Educational Psychology,89,710-718.
41. Miller, R. B.,Brickman, S. J.(2004).A model of future-oriented motivation and self-regulation.Educational Psychology Review,16,9-33.
42. 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,101,432-447.
43. Newman, R. S.(1998).Student help seeking during problem solving: Influences of personal and contextual achievement goals.Journal of Educational Psychology,90,644-658.
44. Nicholls, J. G.(1989).The competitive ethos and democratic education.Cambridge, MA:Havard University Press.
45. Nuttin, J.,Lens, J.(1985).Future time perspective and motivation: Theory and research method.Leuven:Leuven University Press.
46. 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.
47. Pintrich, P. R.(1999).Taking control of research on volitional control: Challenges for future theory and research.Learning and Individual Difference,11,335-355.
48. Radosevich, D. J.,Vaidyanathan, V. T.,Yeo, S. Y.,Radosevich, D. M.(2004).Relating goal orientation to self-regulatory processes: A longitude field test.Contemporary Educational Psychology,29,207-229.
49. Rawsthorne, L. J.,Elliot, A. J.(1999).Achievement goals and intrinsic motivation: A meta-analytic review.Personality and Social Psychology Review,3,326-344.
50. Rubio, D. M.,Berg-Weger, M.,Tebb, S. S.(2001).Using structural equation modeling to test for multidimensionality.Structural Equation Modeling,8,613-626.
51. Simons, J.,Dewitte, S.,Lens, W.(2004).The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!.British Journal of Educational Psychology,74,343-360.
52. Simons, J.,Vansteenkiste, M.,Lens, W.,Lacante, M.(2004).Placing motivation and future time perspective theory in a temporal perspective.Educational Psychology Review,16,121-139.
53. Tabachnick, S. E.,Miller, R. B.,Relyea, G. E.(2008).The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment.Journal of Education Psychology,100,629-642.
54. Urdan, T.,Midgley, C.(2001).Academic self-handicapping: What we know, what more there is to learn?.Educational Psychology Review,13,115-138.
55. Utman, C. H.(1997).Performance effects of motivational state: A meta-analysis.Personality and Social Psychology Review,1,170-182.
56. Vansteenkist, M.,Simons, J.,Lens, W.,Sheldon, K. M.,Deci, E. L.(2004).Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts.Journal of Personality and Social Psychology,2,246-260.
57. Vansteenkiste, M.,Lens, W.,Deci, E. L.(2006).Intrinsic versus extrinsic goals contents in self-determination theory: Another look at the quality of academic motivation.Educational Psychologist,41,19-31.
58. Vansteenkiste, M.,Simons, J.,Soenens, B.,Lens, W.(2004).How to become a persevering exerciser: The importance of providing a clear, future goal in an autonomy-supportive way.Journal of Sport and Exercise Psychology,26,232-24.
59. Volet, S.(Ed.),Järvelä, S.(Ed.)(2001).Motivation in learning context: Theoretical advances and methodological implications.New York, NY:Pergamon.
60. Wentzel, K.(Ed.),Wigfield, A.(Ed.)(2009).Handbook of motivation at school.New York, NY:Routledge.
61. Wolters, C. A.(2004).Advancing achievement goal theory: Using goal structure and goal orientations to predict student's motivation, cognition, and achievement.Journal of Educational Psychology,96,236-250.
62. Wolters, C. A.(2003).Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning.Educational Psychologist,38,189-205.
63. 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.
64. Wolters, C. A.,Yu, S. L.,Pintrich, P. R.(1996).The relation between goal orientation and students' motivational beliefs and self-regulated learning.Learning and Individual Difference,8,211-238.
65. 周淑楓、程炳林(2007)。未來取向之自我調整學習歷程模式分析。台灣心理學會第46 屆年會，台南=Tainan:
66. 陳正昌、程炳林(2002)。SPSS、SAS、BMDP 統計軟體在多變量統計上的應用。台北=Taipei:五南=Wunan。
67. 程炳林(2014)。臺灣中學生學習動機的現況與發展趨勢。2014 亞太教育研究會國際會議，香港=Hong Kong:

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. 許家驊(2021)。國小低年級學生多元解題自我調節量表之編製發展與實測研究。教育心理學報，52(4)，829-856。
3. 黃筠婷,程炳林(2021)。國中生學業情緒、情境興趣及學習涉入的交互關係。教育心理學報，52(3)，571-593。
4. 林淑君,王麗斐(2022)。愛在流轉：某偏鄉國中傳承式生涯輔導方案之實施與成效。教育心理學報，54(2)，385-410。
5. 林之丞(2018)。博物館高齡志工之成就動機與自我調控學習－自我修養之中介效果。博物館學季刊，32(4)，47-67+69。
6. 彭淑玲(2019)。知覺教師回饋、個人成就目標、學業自我效能與無聊之關係：中介效果與條件間接化效果分析。教育心理學報，51(1)，83-108。