成就目標理論模式再概念化及其目標組型之探析   免費試閱

Inquiring the Re-conceptualization and the Patterns of Achievement Goals

成就目標的測量於近年來出現理論再概念化的爭論，至今仍缺乏相關文獻加以探討，再概念化後之理論模式亦缺乏跨文化驗證的證據，其是否適用於解釋國小學生之成就目標，亟待進一步之探究，學習者所呈現出的六向度成就目標組型為何亦未知。本研究之主要目的有二：（1）修正成就目標測量上的問題，進一步驗證六向度成就目標理論模式與觀察資料之適配性。（2）分析國小學生之成就目標組型。本研究以中文版六向度成就目標量表為研究工具，該量表共有六個分量表，各分量表中有3 題，共計18 題，並以127 位小學六年級學生為研究對象，進行驗證性因素分析與集群分析，研究結果顯示六向度成就目標：(1) 量表具有極佳的內部一致性信度，且整體模式適配度、簡效性以及內在結構適配度不錯。(2) 國小學生抱持著三種不同的成就目標組型。最後，根據本研究之發現，於文末提出供未來研究與教育實務工作者參考之建議。

The measurement of achievement goals is suffered from disputes of reconceptualization. Until now, there are a few researches intended to investigate it, and the re-conceptualized model is also poor in its foundation of cross-cultural evidence. It is needed to further investigation if it is suited for interpreting elementary school students’ achievement goals. Moreover, the pattern of achievement goals is remained unknown. There are two purposes of present study: (1) to revise the problems in achievement goal measurement, and verify the fitness of six dimensions model. (2) to analyze the achievement goal pattern conceived by elementary school students. The Mandarin version of achievement goal questionnaire, with a total of 18 items composed of three items in each of six subscales, is implemented. The confirmatory factor analysis is introduced to analyze the data which is collected from 127 sixth grade elementary school students. The results are indicated that: (1) the questionnaire is good in its internal consistency reliability as well as the overall fitness, parsimony, and internal structural fitness. (2) There are three kinds of achievement goal patterns conceived by elementary school students. Finally, according to present findings, the suggestions are proposed for future researches and practice at the end of present research.