統計學課程學習歷程中自我效能與目標取向在學習策略之交互作用

The Interactions of self-efficacy and Goals Orientation in Trategies on Process of Learning Statistics

10.6736/JPSR.200606_3(1).0007

賴靜惠(Ching-Hui Lai)；梁麗珍(Li-Jeng Liang)

自我效能 ； 目標取向 ； 學習策略 ； self-efficacy ； goals orientation ； learning strategy

績效與策略研究

3卷1期（2006 / 06 / 01）

120 - 139

繁體中文

本研究探討學生在統計課程學習歷程中，自我效能與目標取向在學習策略的交互作用，以及表現目標取向在學習情境中所扮演的角色，在考慮自我效能、學習目標取向與表現目標取向三者的互動情形後，發現自我效能不僅對表現目標取向有作用，對學習目標取向也有作用。自我效能對表現目標取向的作用，如同Dweck所說的，高表現目標取向者，如果對自己能力有信心，對學習策略的使用會比信心不足者積極。但自我效能對學習目標取向的作用，就不如Dweck的預測是沒有影響，而是學習目標取向高，若表現目標取向也高，則擁有高自我效能在學習策略的使用上亦優於低自我效能者。此外，學習與表現目標取向在學習策略的交互作用，也會因自我效能高低而不同。在自我效能高時，學習與表現目標取向之間不存在交互作用，但在自我效能低時，學習與表現目標取向之間即存在交互作用。表現目標取向對技專校院學生統計課程學習歷程中有貢獻，當低學習目標取向時，不管自我效能的高低，或在高學習目標取向且高自我效能時，只要他們擁有高表現目標取向，則在學習策略的使用上，會比擁有低表現目標取向者來得積極學習。

Through investigation methods, this research on process of learning Statistics aims to investigate how self-efficacy affects goals orientation in strategies as well as what role performance goal orientation in learning strategy plays. Considering the interactions among self-efficacy, learning and performance goal orientation, the research has found self-efficacy functions not only in performance goal but also in learning goal orientation. The effects on performance goal orientation caused by self-efficacy are as what Dweck says that if students with high performance goal have confidence in their abilities, will use learning strategies more positively than those who are less confident. However, self-efficacy affects learning goal orientation, which is unlike Dewck's predictions. With high learning and performance goal orientation, learners with high self-efficacy are superior to those with low self-efficacy in using learning strategy. In addition, the interactions between learning goal orientation and performance goal orientation in learning strategy vary according to different levels of self-efficacy. The interactions between learning goal and performance goal orientation don't happen in high self-efficacy, while in low self-efficacy, the interactions do. Performance goal orientation does contribute to Statistics courses in technological institutes. When in low learning goal orientation, or in high learning goal orientation with high self-efficacy, learners with high performance goal orientation take advantages of learning strategy more positively than those with the low.

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