成就目標和課室目標對情境興趣的直接影響與課室目標的潛在調節效果分析

Analyzing Direct Effects of Achievement Goals and Classroom Goals and Latent Moderated Effects of Classroom Goals on Situational Interest

本研究旨在檢視成就目標和課室目標對情境興趣的直接影響，並探討課室目標對成就目標和情境興趣間關係的潛在調節效果。研究對象為來自52所國中的2，334名 學生。研究會檢視成就目標、課室目標和情境興趣間關係的三個假設效果：直接效果、一致的增強調節效果和不一致的削弱調節效果。研究發現：（1）個人精熟目標和二 向度課室目標對情境興趣具直接影響效果；（2）課室精熟目標對個人精熟目標和情境興趣間關係具一致的增強效果；（3）課室表現目標對個人表現目標和情境興趣間關係具一致的增強效果；（4）課室表現目標對個人精熟目標和情境興趣間關係具不一致的削弱效果；（5）包含了直接影響效果和調節效果的整體模式解釋了情境興趣約70%的總變異。

This study aimed to: (1) examine the direct effect of achievement goals and classroom goals on situational interest; (2) investigate the latent moderated effect of classroom goals on the relationship between achievement goals and situational interest. Three hypotheses of the relationships among achievement goals， classroom goals， and situational interest were proposed and examined in order — direct effect， congruent reinforcing effect of moderation， and incongruent weakening effect of moderation. Results showed that: (1) single achievement goal (mastery goal) and two-dimensional classroom goals (classroom mastery and performance) exerted direct effects on situational interest; (2) classroom mastery goal had a congruent reinforcing effect on the relationship between mastery goal and situational interest; (3) classroom performance goal had a congruent reinforcing effect on the relationship between performance goal and situational interest; (4) classroom performance goal had an incongruent weakening effect on the relationship between mastery goal and situational interest; (5) the latent moderated structural equation modeling， consisting of both direct and moderated effects， explained about 70% variation of situational interest.