國小高年級家貧與一般學童的可能自我與成就目標之比較

Comparing Possible Selves and Achievement Goals between Disadvantaged and Normal Elementary Students

本研究旨在比較國小高年級不同家庭經濟背景與未來時間觀點的學童在成就目標的差異與交互作用效果。研究對象分為家貧組與一般組，採取性別與學業成就配對組別的設計，有效樣本共160人（男59，女101）。由「可能自我量表」進行測量，受試者填答自己希望達成的學業與職業內容，再評估達成的自我效能，以及能力、努力、運氣與外在環境等歸因傾向。成就目標由「成就動機量表」進行測量，針對精熟趨向、表現趨向、精熟逃避、表現逃避四種成就目標進行自我評定。統計方法為二因子多變量變異數分析。研究結果顯示：（1）家貧與一般學童希望達成的教育程度與職業社經地位等級未達顯著差異。（2）不分家庭經濟狀況，高自我效能、努力與能力歸因都有較高的精熟趨向與表現趨向目標。（3）低自我效能及高運氣歸因評估的家貧學童有較高表現逃避目標。綜而言之，家貧學童對未來的可能自我的自我效能評估愈低，或是愈傾向相信運氣，均較傾向逃避學習，可作為學業低成就與缺乏學習動機的家貧學童進行心理與生涯輔導之參考。

The purpose of this study was to analyze the interaction effect of possible selves and achievement goals between disadvantaged and normal students. A total of 160 fifth- and sixth-grade elementary school students (59 male and 101 female) in Taiwan were sampled; 80 disadvantaged students and 80 normal students were matched in pairs. Three questionnaires were administered to these students. The Possible Selves Scale was composed of 5 cognitive evaluations on possible selves: self-efficacy, and the attribution of ability, effort, luck, and environment. The Achievement Motivation Scale was composed of mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals subscales. Finally, a two-way MANOVA was conducted to analyze the interaction effects. The main results of this study are listed as follows: 1. The disadvantaged and normal students had no difference of expectations regarding future schooling and occupation. 2. Regardless the disadvantaged or normal students, high self-efficacy, effort and ability attribution group produced the higher mastery-approach, performance-approach goals scores. 3. The disadvantaged students in the low self-efficacy group and high luck attribution group produced performance-avoidance goals scores that were higher than those of the other groups. In summary, the result could be regarded with counseling by counselors for the disadvantaged students with avoidance motivation.