國中理化學生多重目標、教室及家庭氛圍與激勵學習策略、自我設限之關係：以彰化地區為例

The Relationships among Junior High School Students' Multiple-goal-orientations, Classroom Climate, Family Climate, Learning Strategies and Self-handicapping

10.6388/JES.200312.0059

林啓超(Chi-Chau Lin)；謝智玲(Chih-Ling Hsieh)

多重目標取向 ； 學習策略 ； 自我設限 ； goal orientation ； learning strategy ； elf-handicapping

教育科學期刊

3卷2期（2003 / 12 / 01）

59 - 81

繁體中文

本研究旨在探討國中學生多重目標取向與其激勵學習策略和自我設限之關係。本研究以三所學校之五個班級的國二學生為研究對象，學生共一百六十一人。主要的研究結果顯示：(1)精熟目標與趨向表現正相關，但與逃避表現負相關；趨向表現與「負向父母」負相關；逃避表現與「表現父母」正相關。(2)精熟目標與趨向表現分別與激勵學習策略正相關；逃避表現與「自我設限」正相關。(3)不同學校之學生在「目標取向」有顯著差異；不同性別之學生在「目標取向」無顯著差異。(4)高精熟、高精熟/高趨向都較高逃避採用較佳的學習策略。

The purpose of this study was to investigate the relationships among junior high school students' multiple-goal-orientations, classroom climate, family climate, learning strategies and self-handicapping. One hundred sixty-one junior high school students from three schools and five classes participated in this study. The results of this study showed: (1) mastery-goal-orientation was positive correlated with performance-approaching goal, but negative correlated with performance-avoiding goal. Performance-approach negative correlated with negative parenting, but performance-avoidance positive correlated with performance parenting. (2) Both mastery goal and performance-approaching goal were positive correlated with motivated learning strategies, but performance-avoiding positive correlated with self-handicapping. (3) Students studying in different schools had significant goal-orientations. Different genders of students did not have significant goal-orientations. (4) Students with high mastery and with performance-approaching tended to adapt better learning strategies.

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