多重目標組型、多重課室目標結構組型與求助行為之關係：質、量觀點分析

The Relations of Multiple-Goal Profiles, Multiple-Classroom Goal Structure Profiles, and Help-Seeking: From a Perspective of the Quality/Quantity

過去動機研究多採變項中心，然有學者支持採個人中心分析，能探討學生不同質、量動機組型及其在學習行為的差異，在教學介入上具重要意義。因此，本研究以820位八年級學生為樣本，探討學生的多重目標組型與知覺多重課室目標結構組型，以及其與相關因素之關係。研究結果顯示：一、學生的多重目標組型、知覺多重課室目標結構組型皆有高量、低量、高質、低質四種組型；二、學生知覺課室成就、社會目標結構能預測其多重目標組型；三、學生持高質目標組型與知覺高質課室目標結構組型在其求助行為上比其他組型有較適應性結果，且較支持質的觀點。

Most studies on motivation adopted a variable-centered analysis; however, some scholars contended that it’s significant for educational intervention to explore different student’s quality/quantity of motivational profiles by a person-oriented analysis. Therefore, this study adopted cluster analyses to explore students’ multiple-goal profiles and perceived multiple-classroom goal structure profiles and then used discriminant analyses and analyses of variance to explore the relations between these profiles and related variables. The participants were 820 junior high school students. The following results were obtained: (a) Both cluster analyses of students’ multiple-goal profiles and perceived multiple-classroom goal structure profiles revealed four profiles: a high quantity group, a low quantity group, a good quality group, and a poor quality group; (b) Classroom achievement and social goal structure predicted multiple-goal profiles; (c) Help-seeking of the high quality group is more adaptive than the other groups both for multiple-goal profiles and multiple-classroom goal structure profiles; findings generally supported that the quality of goals and classroom goal structure matters.