2×2運動成就目標量表之建構效度

Construct Validity of the 2×2 Achievement Goal Questionnaire for Sports

10.5297/ser.200512_7(4).0005

李烱煌(Chiung-Huang Li)；季力康(Li-Kang Chi)；江衍宏(Yen-Hung Chiang)

成就目標理論 ； 定義 ； 趨避價 ； 害怕失敗 ； achievement goal theory ； definition ； valence ； fear of failure

大專體育學刊

7卷4期（2005 / 12 / 31）

61 - 70

繁體中文;英文

依據Nicholls (1989)的理論，成就目標主要是以能力定義而區分成精熟／工作和表現／自我等兩種目標。不過，當代成就目標理論(Elliot, 1999)強調只要將能力趨避價結合能力定義時，或許就能解釋過去在成就目標文獻上所出現不一致的研究結果。2×2運動成就目標量表(Conroy, Elliot, & Hofer, 2003)就是被用來測量選手在運動成就情境中的精熟－趨近、精熟－逃避、表現－趨近和表現－逃避等目標傾向。因此，本研究目的在利用驗證性因素分析以驗證2×2運動成就目標量表的因素效度以及2×2運動成就目標與害怕失敗的關係。研究對象為402名來自國內四所大專院校代表隊的選手，平均年齡為20.11歲，皆自願填寫2×2運動成就目標量表和簡式表現失敗評鑑量表。經由驗證性因素分析的適合度指標，顯示2×2運動成就目標量表的測量模式大致上符合實徵資料(χ^2(48)=228.64；CFI=94；NFI=92；RMSEA=10)；此外，精熟－逃避目標、表現－逃避目標和表現－趨近目標皆與害怕失敗呈明顯的正相關，其中，又以精熟－逃避目標的相關程度最強。依據結果，本研究認為2×2運動成就目標量表具有可接受的因素效度且適用於大專選手；此外，害怕表現失敗的選手較容易採用精熟－逃避目標、表現－逃避目標和表現－趨近目標。

Based on Nicholls' theory (1989), the achievement goals could be distinguished into the mastery/task goal and the performance/ego goal by competence. However, the contemporary achievement goal theory (Elliot, 1999) which emphasizes inconsistent results in achievement goal research might be explained when the approach vs. avoidance nature of competence is considered in conjunction with definition dimensions of competence. The 2×2 Achievement Goal Questionnaire for Sport (2×2 AGQ-S) (Conroy, Elliot, & Hofer, 2003) was used to measure athletes' goal disposition to mastery-approach (MAp), mastery-avoidance (MAv), performance-approach (PAp), and performance-avoidance (PAp). Hence, this study examined the factor validity of 2×2 AGQ-S via confirmatory factor analyses and the relationship between 2×2 achievement goals and fear of failure. Four hundred and two college athletes from four college teams with the average age at 20.11 participated in this study. All the participants were asked to complete a series of questionnaires, which measured 2×2 AGQ-S and the short form Performance Failure Appraisal Inventory. The results of confirmatory factor analyses indicated the measures of the overall fit of 2×2 AGQ-S were acceptable (χ^2 (48)=228.64; CFI=.94; NFI=.92; RMSEA=.10). In addition, MAv, PAp and PAp were positively related to fear of failure. The relationship between MAv and fear of failure was the strongest. In conclusion, it was suggested that 2×2 AGQ-S was acceptably valid and could be provided to assess college athletes' MAp, MAv, PAp and PAp in sports. Besides, the more fear of failure an athlete has, the more MAv, PAp and PAp he will get.

1. 李氤華、黃英哲(2005)。2x2成就目標理論在運動領域中發展的可能性。中華體育季刊，19(1)，47-54。
   連結：
2. Ames, C.(1992).Classrooms: Goals, structures, and student motivation.Journal of Educational Psychology,84,261-271.
3. Benlter, P. M.(1988).Theory and implementation of EQS: A structural equations program.Newbery Park, CA:Sage.
4. Birney, R.,Burdick, H.,Teevan, R.(1969).Fear of failure.New York:Van Nostrand Reinhold.
5. Boyd, M. P.,Weinmann, C.,Yin, Z.(2002).The relationship of physical self-perceptions and goal orientations to intrinsic motivation for exercise.Journal of Sport Behavior,25,1-18.
6. Browne, M. W.,Cudeck, R.(1993).Testing structural equation models.Newbury Park, CA:Sage.
7. Conroy, D. E.,Elliot, A. J.,Hofer, S. M.(2003).A 2 x 2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity.Journal of Sport and Exercise Psychology,25,456-476.
8. Conroy, D. E.,Willow, J. P.,Metzler, J. N.(2002).Multidimensional fear of failure measurement: The performance failure Appraisal inventory.Journal of Applied Sport Psychology,14,76-90.
9. Duda, J. L.,Chi, L.,Newton, M.,Walling, M. D.,Catley, D.(1995).Task and ego orientation and intrinsic motivation in sport.International Journal of Sport Psychology,26,40-63.
10. Duda, J. L.,Nicholls, J. G.(1992).Dimensions of achievement motivation in schoolwork and sport.Journal of Educational Psychology,84,290-299.
11. Elliot, A. J.(1999).Approach and avoidance motivation and achievement goals.Educational Psychologist,34,168-189.
12. Elliot, A. J.,Church, M. A.(1997).A hierarchical model of approach and avoidance motivation.Journal of Personality and Social Psychology,72,218-232.
13. Elliot, A. J.,Harackiewicz, J.(1996).Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.Journal of Personality and Social Psychology,70,968-980.
14. Elliot, A. J.,McGregor.(2001).A 2x2 achievement goal framework.Journal of Personality and Social Psychology,80,501-519.
15. Harackiewicz, J.,Barren, K.,Carter, S.,Lehto, A.,Elliot, A. J.(1997).Determinants and consequences of achievement goals in the college classroom.Journal of Personality and Social Psychology,73,1284-1295.
16. Harackiewicz, J.,Elliot, A. J.(1993).Achievement goals and intrinsic motivation.Journal of Personality and Social Psychology,65,904-915.
17. Hu, L.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance.Structural Equation Modeling,6(1),1-55.
18. Huang, Y.,Chi, L.(1999).The relationship of goal perspectives and perceived ability to multi-dimensional state anxiety in adolescent korfball players.Proceedings of the 3rd International Congress of Asian-South Pacific Association of Sport Psychology,112-114.
19. Kaplan, A.,Midgley, C.(1997).The effect of achievement goals: Does level of perceived academic competence make a difference?.Contemporary Educational Psychology,22,415-435.
20. Miller, R.,Behrens, J.,Greene, B.,Newman, D.(1993).Goals and perceived ability: Impact on student valuing, self-regulation, and persistence.Contemporary Educational Psychology,18,2-14.
21. Miller, R.,Greene, B.,Montalvo, G.,Ravindran, B.,Nichols, J.(1996).Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability.Contemporary Educational Psychology
22. Newton, M.,Duda, J. L.(1995).Relations of goal orientations and expectations on multidimensional state anxiety.Perceptual and Motor Skills,81,1107-1112.
23. Nicholls, J. G.(1989).The competitive ethos and democratic education.Cambridge, MA:Harvard University Press.
24. Ntoumanis, N.,Biddle, S. J. H.(1998).The relationship between competitive anxiety, achievement goals, and motivational climates.Research Quarterly for Exercise and Sport,69,176-187.
25. Yoo, J.(1999).Motivational behavioral correlates of goal orientation and perceived motivational climate in physical education contexts.Perceptual and Motor Skills,89,262-274.
26. 季力康、賴素玲、陳美燕(1995)。大專網球選手運動目標取向與運動動機之相關研究。體育學報，20，1-12。
27. 黃英哲(2002)。。
28. 蔡祐慈(2004)。。

1. 陳建瑋、季力康(2009)。2×2目標取向與希望對大專運動員競賽壓力因應策略之預測。體育學報，42(4)，71-86。
2. 陳建瑋、季力康(2012)。希望感、自信心與目標取向對大學生體育表現之預測。大專體育學刊，14(1)，73-81。
3. 黃崇儒(2009)。運動心理學：過去、現在、與未來。應用心理研究，42，59-80。
4. 黃旨庭、卓國雄(2017)。不同性別、年級和成就目標取向國中運動選手之害怕失敗與自我設限之差異研究。體育學系系刊，16，9-24。
5. 季力康、李烱煌、江衍宏(2005)。2×2成就目標和能力知覺對運動動機之預測。臺灣運動心理學報，6，31-53。
6. 季力康、王柏鈞(2016)。成就目標理論的新觀點：3×2 成就目標之探討。中華體育季刊，30(3)，203-210。
7. 簡瑞宇(2012)。大專網球選手2×2成就目標、完美主義對訓練滿意度的影響。運動教練科學，25，65-82。
8. 李烱煌(2013)。修正四向度競技運動成就目標量表暨其建構效度之驗證。體育學報，46(3)，241-256。
9. 盧俊宏、許雅雯(2011)。Pros and cons-2x2成就目標中的精熟逃避目標。中華體育季刊，25(2)，297-304。
10. 盧俊宏、卓國雄、盧俊宏、卓國雄(2008)。兒童版運動情境2×2成就目標量表之建構效度研究。體育學報，41(1)，37-50。
11. 羅琬竹,張祜銜(2021)。大專跆拳道選手成就目標取向與自我效能之研究。淡江體育學刊，24，15-27。
12. 彭譯箴(2015)。3×2 成就目標理論在身體活動情境中的適用性。中華體育季刊，29(1)，51-58。
13. 鄭桂玫、徐茂洲(2012)。結構方程模型的統計檢定力計算及樣本數決定在《大專體育學刊》之運用。大專體育，123，25-34。
14. 鄭虎、劉榮聰、王清欉(2014)。目標取向與動機氣候對大學排球選手心理資本的預測。藝術學報，95，277-293。