學習投入與目標取向之後設分析研究

A Meta-analysis of Student Engagement and Goal Orientation

本研究旨在利用後設分析之方法，探討學習投入和目標取向之關係。本研究從資料庫中篩選出29篇研究，共擷取出141個效應量進行分析，以了解學習投入三構面與目標取向三構面之關係，及其調節變項之影響。研究結果顯示，行為、認知及情緒投入和精熟及表現趨近取向具有正向關係，行為及認知投入和表現逃避取向具有負向關係，情緒投入和表現逃避則無法說明其關係。調節變項分析顯示，不同學習階段，行為及情緒投入和精熟取向之關係有所不同；不同的學科課程，認知投入和精熟取向之關係有所不同；表現趨近取向和學習投入，則可能存在著其他影響因素。根據研究結果，本研究提出以下建議：一、不同學科課程，學生的學習投入和目標取向關係亦有不同，教育工作人員應做適當之調整。二、表現趨近取向和學習投入尚有其他影響因素存在，可對其潛在影響因素做進一步探討。

The current study, therefore, aims to investigate the relationship between student engagement and goal orientation by using meta-analysis. 29 journals and dissertations were selected form electronic databases. 114 effect sizes were extracted to be analyzed to understand the relationship among the three constructs in student engagement and the three constructs in goal orientation as well as the influences from moderator variables.
The findings showed that behavioral engagement, cognitive engagement and emotional engagement had positive correlations with mastery orientation and performanceapproach orientation. Also, behavioral engagement and cognitive engagement had negative correlations with performance-avoidance orientation. Analyses from moderator variables indicated that behavioral engagement and emotional engagement had different correlations with mastery orientation in different learning stages. Moreover, cognitive engagement had different correlations with mastery orientation in different subjects.
According to the findings, the researcher proposed the following suggestions. First, since student engagement and goal orientation are different in different subjects, educators should make appropriate adjustments in accordance with the subjects. Second, the fact that other variables still exist between performance-approach orientation and student engagement made the current research results unclear; therefore, further investigations can be done on the potential variables.