幼兒成就目標向度的涵蓋性、特定性與普遍性的初探

PRELIMINARY INVESTIGATION INTO THE DIMENSIONAL COVERAGE, SPECIFICITY, AND GENERALITY OF ACHIEVEMENT GOAL FOR YOUNG CHILDREN

10.6151/CERQ.202006_28(2).0002

吳中勤(Chung-Chin Wu)

目標導向 ； 幼兒 ； 成就目標 ； 特定性 ； 普遍性 ； achievement goal ； generality ； goal orientation ； preschooler ； specificity

當代教育研究季刊

28卷2期（2020 / 06 / 30）

31 - 64

繁體中文

研究目的：本研究主要目的在於，透過觀察來檢視學習區中，幼兒可能抱持的幼兒成就目標向度，並進一步分析幼兒成就目標的特定性與普遍性。研究設計／方法／取徑：本研究以南部地區幼兒園8個班級的4－6歲幼兒為對象，採用幼兒六向度成就目標檢核表，分別在各班的積木區與益智區觀察了367與348人次。扣掉無效觀察結果後，以積木區的271筆和益智區的286筆有效觀察資料，進行質化描述與卡方適合度檢定。研究發現或結論：研究結果顯示，在積木區與益智區皆觀察到幼兒表現出與六向度成就目標有關的語言和行為表現。進一步進行卡方檢定的結果顯示，在積木區與益智區中，幼兒六向度成就目標的比例有所不同，其中，在積木區，趨向任務目標、趨向自我目標與趨向他人目標的比例較高。相反的，在益智區，逃避任務目標、逃避自我目標與逃避他人目標的比例較高。結果可能意謂著，整體而言，幼兒六向度成就目標具有普遍性，但部份成就目標向度則有其特定性。研究原創性／價值：國、內外相關研究皆缺乏對幼兒成就目標的討論。極為有限的國外研究顯示，幼兒可能僅抱持四向度成就目標，但幼兒成就目標的特定性或普遍性仍不清楚。本研究透過深度觀察發現，不論是在積木區或益智區，皆可從幼兒的語言和行為表現中，發現幼兒抱持六向度成就目標的證據。關於幼兒成就目標普遍性與特定性的發現，為國內、外相關研究首見，可作為未來研究者覆驗或設計幼兒成就目標量表的參考，甚至可作為未來進行幼兒成就目標長期追蹤研究分析的基礎。

Purpose: The main purpose of this study was to understand possible dimensionalities of achievement goals that preschoolers perceived through observation. Further, the specificity and generality of achievement goals were examined through statistical analysis. Design/methodology/approach: Young children aged between 4 and 6 years were recruited from the same class in eight public and private kindergartens in Southern Taiwan. In total, 367 and 348 observations in the brick and intellect areas, respectively, were obtained for preschoolers by using six-dimensional achievement goal checklist. After removing invalid observations, 271 and 286 observations were qualitatively described and analyzed using chi-square appropriateness analysis. Findings/results: The results revealed that the observed conversations and behaviors were related to six-dimensional achievement goals in both areas. Furthermore, the proportions of approach-task goals, approach-self goals, and approach-others goals were higher in the brick area than in the intellect area. By contrast, the proportions of avoid-task goals, avoid-self goals, and avoid-others goals were higher in the intellect area. In general, preschoolers' six-dimensional achievement goals featured generality as well as specificity to a certain extent. Originality/value: Few studies have discussed preschoolers' achievement goals. Limited research has demonstrated that preschoolers may posit four-dimensional achievement goals, but the specificity and generality of these achievement goals remain unclear. The present study found evidence supporting six-dimensional achievement goals among preschoolers through in-depth observation of their language and behaviors in both brick and intellect areas. The specificity and generality of preschoolers' achievement goal have not been proposed in other studies. The results of the present study may serve as a reference for examining and designing a scale for preschoolers' achievement goals. Moreover, the results may form the basis of future longitudinal studies.

1. 吳中勤, C. C.(2014)。以多群組結構方程模式檢驗成就目標理論模式的測量恆等性。教育科學研究期刊，59(3)，59-95。
   連結：
2. Ames, C.(1992).Classrooms: Goals, structures, and student motivation.Joumal of Educational Psychology,84(3),261-271.
3. Ames, C.,Archer, J.(1988).Achievement goals in the classroom students’ learning strategies and motivation processes.Journal of Educational Psychology,80(3),260-267.
4. Butler, R.(1998).Age trends in the use of social and temporal comparison for self-evaluation: Examination of a novel developmental hypothesis.Child Development,69(4),1054-1073.
5. Butler, R.(1996).Effects of age and achievement goals on children’s motives for attending to peers’ work.British Journal of Developmental Psychology,14,1-18.
6. Cury, F.,Elliot, A. J.,Da Fonseca, D.,Moller, A. C.(2006).The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework.Journal of Personality and Social Psychology,90(4),666-679.
7. Dweck, C. S.(1986).Motivational processes affecting learning.American Psychologist,41(10),1040-1048.
8. Elliot, A. J.(1999).Approach and avoidance motivation and achievement goals.Educational Psychologist,34(3),169-189.
9. Elliot, A. J.(Ed.),Dweck, C. S.(Ed.)(2005).Handbook of competence and motivation.New York, NY:Guilford.
10. Elliot, A. J.(Ed.),Dweck, C. S.(Ed.)(2017).Handbook of competence and motivation: Theory and application.New York, NY:Guilford Press.
11. Elliot, A. J.,Church, M. A.(1997).A hierarchical model of approach and avoidance achievement motivation.Journal of Personality and Social Psychology,72(1),218-232.
12. 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(3),461-475.
13. Elliot, A. J.,McGregor, H. A.(2001).A 2x2 achievement goal framework.Journal of Personality and Social Psychology,80(3),501-519.
14. Elliot, A. J.,Murayama, K.,Kobeisy, A.,Lichtenfeld, S.(2015).Potential-based achievement goals.British Journal of Educational Psychology,85(2),192-206.
15. Elliot, A. J.,Murayama, K.,Pekrun, R.(2011).A 3x2 achievement goal model.Journal of Educational Psychology,103(3),632-648.
16. Harter, S.(2012).The construction of the self: Developmental and sociocultural foundations.New York, NY:Guilford Press.
17. Hetherington, E. M.(Ed.)(1983).Handbook of child psychology: Social and personality development (Vol. 4).New York, NY:Wiley.
18. Huang, C.(2011).Achievement goals and achievement emotions: A meta-analysis.Educational Psychology Review,23(3),359-388.
19. Huang, C.(2012).Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.Journal of Educational Psychology,104(1),48-73.
20. Ihmeideh, F.(2015).The impact of dramatic play centre on promoting the development of children’s early writing skills.European Early Childhood Education Research Journal,23(2),250-263.
21. Kelley, S. A.,Brownell, C. A.,Campbell, S. B.(2000).Mastery motivation and self-evaluative affect in toddlers: Longitudinal relations with maternal behavior.Child Development,71,1061-1071.
22. Kim, J.-I.,Schallert, D. L.,Kim, M.(2010).An integrative cultural view of achievement motivation: Parental and classroom predictors of children’s goal orientations when learning mathematics in Korea.Journal of Educational Psychology,102(2),418-437.
23. Mascret, N.,Elliot, A. J.,Cury, F.(2017).The 3x2 achievement goal questionnaire for teachers.Educational Psychology,37(3),346-361.
24. Méndez-Giménez, A.,Cecchini-Estrada, J. A.,Fernández-Río, J.,Mendez-Alonso, D.,Prieto-Saborit, J. A.(2017).3x2 achievement goals, self-determined motivation and life satisfaction in secondary education.Revista de Psicodidáctica,22(2),150-156.
25. Midgley, C.,Arunkumar, R.,Urdan, T. C.(1996)."If I don’t do well tomorrow, there’s a reason": Predictors of adolescents’ use of academic self-handicapping strategies.Journal of Educational Psychology,88,423-434.
26. Mosatche, H. S.,Bragonier, P.(1981).An observational study of social comparison in preschoolers.Child Development,52(1),376-378.
27. Nicholls, J. G.(1984).Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.Psychological Review,91(3),328-346.
28. Parsons, J. E.,Ruble, D. N.(1977).The development of achievement-related expectancies.Child Development,48,1075-1079.
29. Pintrich, P. R.(2000).An achievement goal theory perspective on issues in motivation terminology, theory, and research.Contemporary Educational Psychology,25(1),92-104.
30. Pintrich, P. R.,Conley, A. M.,Kempler, T. M.(2003).Current issues in achievement goal theory and research.International Journal of Educational Research,39,319-337.
31. Pomerantz, E. M.,Ruble, D. N.,Frey, K. S.,Greulich, F.(1995).Meeting goals and confronting conflict: Children’s changing perceptions of social comparisons.Child Development,66,723-738.
32. Radosevich, D. J.,Allyn, M. R.,Yun, S.(2007).Goal orientation and goal setting: Predicting performance by integrating four-factor goal orientation theory with goal setting processes.Seoul Journal of Business,13(1),21-47.
33. Rholes, W. S.,Blackwell, J.,Jordan, C.,Walters, C.(1980).A developmental study of learned helplessness.Developmental Psychology,16,616-624.
34. Ruble, D. N.,Boggiano, A. K.,Feldman, N.,Loebl, J.(1980).A developmental analysis of the role of social comparison in self-evaluation.Developmental Psychology,16,105-115.
35. Ruble, D. N.,Eisenber, R.,Higgins, E. T.(1994).Developmental changes in achievement evaluation: Motivational implications of self-other differences.Child Development,65(4),1095-1110.
36. Schunk, D. H.,Pintrich, P. R.,Meece, J. L.(2008).Motivation in education: Theory, research, and applications.Upper Saddle River, NJ:Pearson/ Merrill Prentice Hall.
37. Senko, C.,Harackiewicz, J. M.(2005).Achievement goals, task performance, and interest: Why perceived goal diffculty matters.Personality and Social Psychology Bulletin,31(12),1739-1753.
38. Smiley, P. A.,Dweek, C. S.(1994).Individual differences in achievement goals among young children.Child Development,65(6),1723-1743.
39. Stipek, D. J.,Hoffman, J.(1980).Development of children’s performance-related judgments.Child Development,51,912-914.
40. Stipek, D. J.,Recchia, S.,McClintic, S.(1992).Self evaluation in young children.Monographs of the Society for Research in Child Development,57(1),1-98.
41. Urdan, T. C.(1997).Achievement goal theory: Past results, future directions.Advances in motivation and achievement (Vol. 10),London, England:
42. Witkow, M. R.,Fuligni, A. J.(2007).Achievement goals and daily school experiences among adolescents with Asian, Latino, and European American backgrounds.Journal of Educational Psychology,99(3),584-596.
43. Wolters, C. A.(2004).Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement.Journal of Educational Psychology,96(2),236-250.
44. 余伯泉（譯）, P. C.(trans.),陳舜文（譯）, S. W.(trans.),危芷芬（譯）, C. F.(trans.),李茂興（譯）, M. H.(trans.),Aronson, E.,Wilson, T. D.,Akert, R. M.(2015).社會心理學.新北市=New Taipei City, Taiwan:揚智=Yang Zhi.
45. 林清山, C. S.(1992).心理與教育統計學.臺北市=Taipei, Taiwan:東華=Dong Hua.
46. 湯志民, Z. M.(2014).幼兒學習環境設計.臺北市=Taipei, Taiwan:五南=WuNan.