幼兒職前教師成就目標、表現預期與學科價值覺知對學業表現的影響──以教育研究法為例

The Effects of Preservice Early Child Teachers' Achievement Goals, Expected Performance, and Perceived Subject Utility on the Learning Performance: Educational Research Methods as Example

過去研究多發現趨向表現目標有助於提升學業表現，較少發現趨向精熟、逃避精熟與逃避表現目標對學業表現的正向影響。學習者的表現預期與學科價值覺知，也可能是影響學業表現的重要影響，但仍未有研究同時探討六向度成就目標、表現預期與學科價值覺知對學業表現的影響。本研究以52位修習教育研究法課程的職前教師為研究對象，探討職前教師六向度成就目標、表現預期與學科價值覺知對學業表現的影響。研究發現：（1）在考量表現預期與學科價值覺知的影響後，趨向任務目標對職前教師教育研究法的學業表現有負向影響，其它成就目標則對學業表現沒有影響。（2）職前教師對教育研究法的表現預期與學科價值覺知，皆能有效提升職前教師教育研究法的表現。

Achievement goal is one of the most influential factors which exert effects on learning performance. Former researchers found that most findings related to the effect of performance-approach on learning performance were positive. Few studies indicated the other goals exerted effects on learning performance. Both expected performance and perceived subject utility were also influential factors. However, no studies incorporated six dimensional achievement goals, expected performance, and perceived subject utility together to investigate the effects on learning performance. Fifty-two preservice teachers taking Educational Research Methods consented to participate in this study to investigate the effects of six dimensional achievement goals, expected performance, and perceived subject utility on learning performance. Results showed: (1) After considering the effects of expected performance and perceived subject utility, only task-approach achievement goal showed significant and negative effect on learning performance while the effects of the other goals did not. (2) Both expected performance and perceived subject utility were beneficial for enhancing learning performance.