以結構方程模式探討並驗證成就目標與學習行為的關系

Exploration and Verification of the Relationships among Achievement Goals and Learning Behavior by Structure Equation Model

成就目標與學習行為（包括學習策略、考試焦慮、數學成就）間的關係在此研究中被討論。樣本取自臺灣1，332名國中生，使用結構方程模式來探討並驗證成就目標與學習行為間的關係。理論模式與蒐集的資料能夠適配，研究結果發現數學成就可被考試焦慮解釋4%左右，但學習策略對數學成就的效果似乎並未如過去宣稱的那麼有效。此外，負向回饋圈允許考試焦慮的干擾假設及缺陷假設並存，但似乎更支持干擾假設。而趨向精熟目標與趨向表現目標對數學成就的效果亦被詳細討論。值得注意的是，本模式的回饋圈提供了一個探討自我調節學習動態過程的方式；最後，本研究提供珍貴的建議予未來的研究及教育實務。

Achievement goals and several important factors related to learning behavior， including learning strategy， test anxiety， and mathematics achievement， were discussed in the present research. By sampling 1，332 junior high school students in Taiwan， and by adopting structure equation model， the relationships among achievement goals and learning behavior were explored and verified. The model proposed about achievement goals and learning behavior can fit the data collected. The present research shows that the variance of math achievement could be explained 4% or so by test anxiety. But the effect from learning strategy on math seems not so much great as it was declared then. Further， the verification of negative feedback loop between test anxiety and learning strategy makes interference hypothesis and deficit hypothesis of test anxiety coexist， but it seems to support interference hypothesis much more. Besides， the effects of mastery-approach achievement goal and performance-approach achievement goal on math were also discussed in detail. It deserved to note that the feedback loop of the model provided a way to study the dynamic process of self-regulated learning. Finally， the present research offered some precious suggestions for future studies and practice on education.