探究課室情境知覺及其與個人動機信念的關係

Investigating the Perception of Classroom Goal and Its Relationship with Individual Motivational Beliefs

10.7038/JETP.201606_(33).0002

吳中勤(Chung-Chin Wu)

成就目標 ； 課室目標知覺 ； 學習興趣 ； achievement goal ； classroom goal perception ； learning interest

教育理論與實踐學刊

33期（2016 / 06 / 01）

33 - 65

繁體中文

課室情境對個人成就動機有重要的影響，瞭解學習者對學習情境的知覺及其對個人動機的影響因此顯得重要。然而，當前課室目標知覺的研究卻較少注意到測量內容與理論內涵的可能問題，可能影響理論測量的內容效度，進而造成課室目標知覺對校標變項的預測關係受到結論效度的威脅。有鑑於此，本研究主要目的在於：(1)修正課室目標知覺在測量與理論內涵上的問題，編制六向度課室目標知覺量表；(2)透過驗證性因素分析及模式競爭比較檢驗六向度課室目標知覺模式適於解釋觀察資料的程度；(3)重新檢驗課室目標知覺對校標變項的影響關係，提供六向度課室目標知覺理論模式在效標關聯效度上的初步證據。為達研究目的，本研究進行二階段抽樣，分別以377位與1507位國中八年級學生進行量表預試與正式施測。研究結果發現，六向度課室目標知覺理論模式(1)具有良好的內外在品質，是精簡且適合用來解釋國中學生課室目標知覺的理論模式；(2)該理論模式具有良好的效標關聯效度，顯示出理論模式在概念區分上的實益；(3)課室目標知覺對校標變項僅具部分一致的預測關係。文末針對研究結果提出相應之建議。

Classroom contexts have vital influences on achievement motivation. Accordingly, it is important to realize learners' perception to learning contexts and its effects on individual motivation. However, current research on classroom goal perception (CGP) has paid limited attention to the problems in the measurement content and the theoretical content. It may have deleterious impacts on content validity, and then pose threats to the conclusion validity on the predictive relationship of CGP on criterion-related variables. Therefore, the purposes of present study are to: (1) revise the problems on measurement and the theoretical content of CGP, (2) examine the model fitness of six dimensions of CGP to the observed data through confirmatory factor analyses and model comparisons, (3) re-examine the effect of CGP on criterion-related variables, and offer preliminary evidence of criterion-related validity on CGP with six dimensions. In order to achieve the purposes, the present study adopted a three-step sampling strategy. Three hundred seventy-seven and 1507 eighth graders involved in the pilot study and the formal study, respectively. Results showed that the CGP with six dimensions was the parsimonious and fitted theoretical model with good internal and external qualities, and could be used to interpret junior high school students' CGP. Moreover, the model had good criterion-related validity by showing its advantages on test stability and concept discrimination. Finally, only partial predictive relationship of CGP with criterion-related variables was consistently found. Corresponding suggestions were proposed based on the present results at the end of the article.

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