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中學生社會目標導向成就動機之研究
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| 作者 |
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林記彥 |
| 學校系所 |
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國立花蓮教育大學國民教育研究所 |
| 地點 |
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全臺 全部
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| 研究內容 |
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[ 摘要 ]
本研究目的旨在比較不同背景變項的國中生，在其社會目標之差異情形；並探討不同社會目標的國中生，對其學業成就之預測作用。
本研究經國內外文獻歸納分析、探索性訪談及兩次預試，編製「中學生社會目標導向成就動機量表」，共40題，採Likert氏五點計分，分為「家人肯定目標」、「教師肯定目標」、「同儕肯定目標」、「學生責任目標」、「家庭責任目標」、「社會情誼目標」、「名利地位目標」、「家族面子目標」八個因素，主成分分析總解釋變異量為71.288%，Cronbach’s α係數為.9511。分層隨機取樣選取花蓮縣市九所國中學校學生（N = 660），進行統計分析，獲得下列研究結果：
一、 不同社會目標分量表之得分高低，依序是「名利地位目標」、「學生責任目標」、「家庭責任目標」、「社會情誼目標」、「家族面子目標」、「家人肯定目標」、「教師肯定目標」、「同儕肯定目標」；其中「教師肯定目標」和「同儕肯定目標」之得分低於五點量表的中位數（3分）。
二、 以獨立樣本t檢定和單因子變異數分析考驗不同背景變項與不同社會目標之差異後發現，在學生性別、年級、城鄉地區、學校地理位置方面均達顯著差異，其中女生的社會目標量表得分顯著高於男生，七年級學生高於八、九年級學生，一般地區學校學生高於偏遠地區學校學生，花蓮縣南、北區學生高於中區學生。在學生族群方面，整體雖未達顯著，但漢人比原住民具有更高的名利地位目標和社會情誼目標。
三、 經逐步多元迴歸分析後發現，名利地位目標、家人肯定目標、學生責任目標、以及家庭責任目標或家族面子目標進入迴歸模式，對預測學生的國文、數學、及兩科總分之學期成績班級T分數，解釋量分別為13.2%、10.7% 和13.3%，個別解釋力以名利地位目標為最高。且其中名利地位目標和學生責任目標對學生的學業成就具有正向的預測作用；而家人肯定目標、家庭責任目標、家族面子目標則對學生的學業成就具有負向的預測作用。
[ 英文摘要 ]
This study aims to compare the differences of social goals between different background variables and discuss the predictions of academic achievement by different social goals of junior high school students.
Based on a review of relevant literature, the results from expositive interview and two pre-tests, the study developed the “Social Goal Orientated Achievement Motivations Scale for High School Students”. The scale consisted of 40 Likert-5-point items. All items of this scale was divided into eight subscales which are family approval goal, teacher approval goal, peer approval goal, student responsibility goal, family responsibility goal, social friendship goal, social status goal, family face goal. The eight factors of this scale explained variation 71.288%. The internal consistency α coefficients were between .792 and .927, total scale α coefficient was .9511. 660 junior high school students in Hualien were selected as the subjects oh this study by stratified random sampling. The findings of this research are stated as fallows:
1. The sequence of subscale scores from high to low is social status goal, student responsibility goal, family responsibility goal, social friendship goal, family face goal, family approval goal, teacher approval goal, peer approval goal, student responsibility goal. The scores of teacher approval goal and peer approval goal even lower than three points.
2. Data were analyzed with independent-samples t test and one-way analysis of variance on background variables and social goals. The differences in gender, grade, urban/rural area, location was significant. Girls’ score was higher than boys’. 7th grade students’ score were higher than 8th and 9th grades. The score of students who studies in urban area was higher than those who studies in rural area. The score of students who lives in southern and northern Hualien County was higher than central section. Race difference was not found but non-aboriginal students’ scores in social status goal and social friendship goal were higher than aboriginal students’.
3. Results of multiple regression analysis supported academic achievement（Chinese T-score, mathematics T-score, and total T-score）which could be predicted 13.2%, 10.7%, and 13.3% by the factors such as social status goal, family approval goal, student responsibility goal, family responsibility goal or family face goal. Social status goal had strongest explanation. Academic achievement could be positive predicted by social status goal and student responsibility goal, but could be negative predicted by family approval goal, family responsibility goal, and family face goal.
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