多重目標導向、動機問題與調整策略之交互作用

The Interaction among Multiple Goals, Motivational Problems, and Self-Regulated Learning Strategies

自我調整學習的研究已經證實一個自我調整的學習者會根據情境的特性與需情選擇調整策略，但是研究者至今仍未探討這種特徵是否會隨著學習者個人特質的不同而改變。最近的修正目標理論發現學習者可以同時持有多重目標導向，而學習者的多重目標導向會影響其學習歷程。但是同樣也沒有研究探討各種多重目標導向者在面對不同情境時其調整行為的變化情形。本研究試圖整合最近自我調整學習和目標導向研究的趨勢，探討四種多重目標導向學習者的調整行為是否會隨著動機問題的不同而改變。受試者共有114位大學生，使用的測量工具是研究者自編的目標導向量表及調整策略開放式量表。研究結果顯示：舗高精熟/高趨向表現目標導向的受試者使用最多的調整策略，低精熟/低趨向表現目標導向的學習者最少使用調整策略。簿當學習者面對困難的學習材料時他們會使用最多的調整策略。包大學生自陳使用最多的調整策略是訊息處理策略，其次是行動控制策略，後設認知策略的使用頻率最低。宝學習者視情境需求選擇調整策略的行為會隨著他們所持的多重目標導向而改變。持高精熟/高趨向表現目標的學習者最符合自我調整學習者的特徵，他們能視情境的特性與需求來使用調整策略；持高精熟/低趨向表現目標的學習者在面對困難及無聊的教材時都能視情境特性使用調整策略，但是當面對不重要的教材時他們比較無法展現適當的調整行為；持低精熟/高趨向表現目標的學習者面對困難的教材時同樣能視情境的特性使用調整策略，但是在遭遇教材是不重要及無聊的時候比較不能顯現適當的調整行為；而持低精熟/低趨向表現目標的學習者是典型的「非自我調整者」，他們不僅很少使用策略，同時無法視情境的特性與需求來使用調整策略。本研究根據研究結果在理論、研究及教學介入上的涵義進行討論，並提出未來研究上的建議。

The research on self-regulated learning has supported the view that self-regulated learners adapted their strategy use to fit situational demands. Much of this research has examined this view without consideration of mediating role of learners’characters between contexts and regulated strategies. The current study of revised goal theory has addressed the role of multiple goals and linked them to students’self-regulated learning. Researchers of goal theory have no gave attention to how multiple goals mediate the interaction between learning contexts and self-regulated behaviors. This study was an attempt to integrate research of revised goal theory and self-regulated learning and to test interaction among multiple goals， motivational problems， and students’regulated strategies. The participants were 114 college students from two classes. The instruments employed in this study were Goal Orientation Scale and Regulated Strategies Open-ended Questionnaire. made by the author. Results showed that (a) the high-mastery/high-performance group reported the most strategies use and the low-mastery/low-performance group reported the least strategies use; (b) when faced with difficult material， subjects used more self-regulated learning strategies than faced with boring and no important course material; (c) the information-processing strategies was more frequently described by students; (d) there were significant three-way interaction among multiple goals， motivational problems， and students’use of regulated strategies. The high-mastery/high-performance group exhibited the most adaptive self-regulated learning pattern than the other groups. These students’reported use of regulated strategies varied across different situational demands. Students with high-mastery/low-performance goal orientation were more adaptive regulated behaviors in response to material described as difficult and boring， but these students were less adaptive self-regulated learning behaviors when faced with no important course material. When faced with no important and boring course material， the low-mastery/high-performance group could not reveal the adaptive self-regulated learning pattern. These students revealed more adaptive self-regulated behaviors only when faced with difficult course material. Finally， the low-mastery/low-performance students’use of strategies couldn’t vary across different motivational problems， these students are no on an adaptive pattern in self-regulated learning. Implications for theory， research， and teaching intervention are discussed.