大學生目標導向型態、自我調整學習策略與英文閱讀成就之關係研究

The Relationships among Goal Orientations%2C Self-regulated Learning Strategies and English Reading Achievement of College Students

本研究意圖探究大學生在從事英文閱讀學習時所抱持之目標導向型態，及其與自我調整學習策略運用和英文閱讀成就之關係。以630位大學生為樣本進行研究。採兩階段集群分析法，區分大學生在英文閱讀學習時所抱持之目標導向型態，結果獲得四集群：集群一為「高精熟/中高趨向表現/低逃避表現」，稱為優質型學習者；集群二為「中高精熟/高趨向表現/中逃避表現」，稱為好表現努力型學習者；集群三為「中精熟/低趨向表現/中逃避表現」，稱為平凡型學習者；集群四為「低精熟/中趨向表現/高逃避表現」，稱為避敗不努力型學習者。就英文閱讀成績而言，優質型學生，顯著優於其他三集群學生；好表現努力型及平凡型學生顯著優於避敗不努力型學生。就自我調整學習策略的運用發現，優質型及好表現努力型學生顯著高於其他兩集群學生。平凡型學生則在自我效能及意志力控制策略運用上顯著高於避敗不努力型學生。經階層迴歸分析發現，僅精熟目標導向、自我效能及修正策略，能正向預測大學生的英文閱讀成就，而逃避表現目標導向及尋求協助策略則具有負向預測力。本研究依據研究結果對大學英文閱讀教學提出建議。

This study explored the relationships among EFL college students’ patterns of goal orientations， self-regulated learning and English reading achievement. The survey data were collected from 630 college students. Two-step hierarchical clustering analysis was applied to dif- ferentiate the goal orientations that students held on studying English reading. The result indicated that there were four different patterns of goal orientations. Students in pattern one， who held high mastery/ intermediate high approach-performance/low avoidance-performance goal orientations， were labeled “excellent learners”. Students in pattern two， we held intermediate high mastery/high approach-performance/ intermediate avoidance-performance goal orientations ，were labeled “good performance efforts learners”. Students in pattern three， who held intermediate mastery/low approach-performance / intermediate avoidance-performance goal orientations， were labeled “mediocre learners”. Students in pattern four， who held low mastery/intermediate approach-performance/high avoidance-performance goal orientations， were labeled “inferior learners”. In case of English reading achieve- ment， excellent learners performed better than the other three patterns’ students， and good performance effect learners and mediocre learners performed better than inferior learners. Considering the application of self-regulated learning strategies， excellent learners and good per- formance effects learners were superior to mediocre and inferior learners. Mediocre learners were superior to the inferior learners in self-efficacy and volition control. Mastery goal orientation， self- efficacy and adjustment strategies could positively predict students’ English reading achieve-ment， and avoidance-performance goal orientation and seeking help could negatively predict students’ English reading achievement. In line with these findings， suggestions for college EFL reading pedagogy are proposed.