國小學童之智力內隱理論、成就目標及運用逃避策略間徑路模式之檢驗

The Path Models for the Effects of Implicit Theories of Intelligence and Achievement Goals on Elementary Students' Reports of Avoidance Strategies

本研究探討428位國小六年級學童之智力內隱觀與成就目標取向，在其運用自我阻礙策略，以及逃避尋求課業上之協助這類逃避行為中所扮演的角色。研究結果顯示：智力實體論除了對學童的自我阻礙行為具直接效應外，亦會經由避免的表現目標之中介，間接影響該類策略之運用。至於在學童逃避尋求課業上的協助部分，智力增加論不僅對學童的逃避求助態度具有直接效應，也會藉由精熟目標的中介，間接地影響個體對於課業求助所持之態度。此外，智力實體論則除了直接影響學童的逃避求助行為，也會經由避免的表現目標的中介，對該類行為造成間接的影響。根據上述結果，本研究針對教學實務工作與未來研究提出建議與討論。

The present study examined the roles of Taiwanese upper elementary school students’ implicit theories of intelligence and achievement goal orientations in their use of self-handicapping strategies and reluctance to seek academic help when needed. Four hundred and twenty-eight sixth-grade students completed a self-report survey assessing their implicit theories of intelligence， achievement goal orientations， use of self-handicapping strategies， attitudes toward help avoidance， and help-avoidance behaviors. Path analyses showed that the entity theory of intelligence influenced students’ engagement in handicapping both directly as well as indirectly through the mediation of performance-avoidance goals. In terms of students’ avoidance of help seeking in the classroom context， the incremental theory influenced Taiwanese students’ attitudes toward help avoidance both directly and indirectly through mastery goals. Moreover， the entity theory of intelligence affected children’s help-avoidance behaviors both directly as well as indirectly through performance-avoidance goals. Results also indicated that students’ attitudes toward help avoidance had a positive impact on their behaviors related to avoidance of help seeking. Accordingly， the incremental theory had a negative impact on students’ help-avoidance behaviors indirectly through the mediation of mastery goals as well as their attitudes toward help avoidance. Implications for education and future research are discussed.