期刊目錄列表 - 59卷(2014) - 【教育科學研究期刊】59(3) 九月刊
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以多群組結構方程模式檢驗成就目標理論模式的測量恆等性
作者:吳中勤(國立成功大學教育研究所)

卷期:59卷第3期
日期:2014年9月
頁碼:59-95
DOI:10.6209/JORIES.2014.59(3).03

摘要:
    成就目標測量存在著測量內容、理論再概念化以及理論模式類推適用等問題,尚未受到研究的重視及實徵的檢驗。本研究之主要目的在於:一、修正成就目標測量的問題,編製六向度成就目標量表,透過競爭模式選擇適配度最佳且最具簡效性之模式;二、針對理論模式進行跨群組恆等性的檢驗;三、探討性別與教育階段對六向度成就目標的影響。研究結果顯示:一、六向度成就目標測量具有良好的信度與建構效度,為適配度最佳且最具簡效性之理論模式;二、測量具良好的跨性別群組恆等性及適中的跨教育階段測量的恆等性;三、普遍而言,男生抱持了較高的趨向導向與逃避導向目標,顯示出成就目標的複雜性。根據本研究發現,於文末提出相應之建議。

關鍵詞:目標導向、成就目標、多群組結構方程模式分析

《詳全文》 檔名

參考文獻:
    1. 李宜玫(2012)。數學低成就學習動機之類型與區別分析:中小學弱勢學生與一般學生之比較。教育科學研究期刊57(4),39-71。 doi:10.3966/2073753X2012125704002【Lee, Y.-M. (2012). Discriminating math low-achievement motivation patterns: Comparing disadvantaged and other students in elementary and junior high school. Journal of Research in Education Sciences, 57(4), 39-71. doi:10.3966/2073753X2012125704002】 
    2. 李茂能(2007)。結構方程模式軟體AMOS之簡介及其在測驗編製上之應用。臺北市:心理。【Li, M.-N. (2007). The introduction and application on tests compiling of structural equation modeling software–AMOS. Taipei, Taiwan: Psychological.】
    3. 林易慧、程炳林(2006)。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之交互效果。教育心理學報37(3),231-255。 doi:10.6251/BEP.20051209【Lin, Y.-H., & Cherng, B.-L. (2006). The interaction effects between the cues of classroom goal and personal goal orientations on solving mathematics problems and self-regulated learning. Bulletin of Educational Psychology, 37(3), 231-255. doi:10.6251/BEP.20051209】
    4. 林哲宇(2010)。ARCS融入體驗式學習之學習活動中目標導向與教學策略對國小生電腦技能學習之影響(未出版碩士論文)。國立臺灣師範大學,臺北市。【Lin, C.-Y. (2010). The effects of instructional strategies and goal orientation on elementary school students within an ARCS integrated experiential learning activity (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】 
    5. 林宴瑛(2006)。個人目標導向、課室目標結構與自我調整學習策略之關係及潛在改變量分析(未出版碩士論文)。國立成功大學,臺南市。【Lin, Y.-Y. (2006). The relation and latent change analysis among individual goal orientations, classroom goal structures and self-regulated learning strategies (Unpublished master’s thesis). National Cheng Kung University, Tainan, Taiwan.】
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中文APA引文格式吳中勤(2014)。以多群組結構方程模式檢驗成就目標理論模式的測量恆等性。教育科學研究期刊59(3),59-95。doi:10.6209/JORIES.2014.59(3).03
APA FormatWu, C.-C. (2014). Verifying the Invariance of a Measurement Model for Achievement Goals Theory by Using the Multiple Group Structural Equation Modeling. Journal of Research in Education Sciences, 59(3), 59-95. doi:10.6209/JORIES.2014.59(3).03
 

Journal directory listing - Volume 59 (2014) - Journal of Research in Education Sciences【59(3)】September
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Verifying the Invariance of a Measurement Model for Achievement Goals Theory by Using the Multiple Group Structural Equation Modeling
Author: Chung-Chin Wu(Institute of Education, National Cheng-Kung University)

Vol.&No.:Vol. 59, No. 3
Date:September 2014
Pages:59-95
DOI:10.6209/JORIES.2014.59(3).03

Abstract:

    The appropriateness of measure content, ambiguity of theoretical concepts, and interferences of theoretical measure are three problems in achievement goal research. These problems have yet to receive comprehensive attention or empirical examinations. The purposes of this study were (1) to revise the problems caused by achievement goal measures and to compile a Mandarin version of a 3×2 achievement goal measure (the best fit and most parsimonious model was chosen based on model comparisons), (2) to examine the multiple group invariance of the theoretical model by utilizing multiple group structural equation modeling, and (3) to investigate the influences of gender and the educational phase on each of the 3×2 achievement goals. The results are summarized as follows: (1) the measurement of 3×2 achievement goals yielded favorable reliability and construct validity. Moreover, this model is regarded as the best fit and the most parsimonious model. (2) The measurement presents favorable validity between gender and moderate validity between the educational phase. (3) In general, boys pursued higher approach- and avoidance-oriented goals than girls, indicating the complexity of achievement goals. Suggestions are proposed based on these findings presented at the end of the article.

Keywords:goal orientation, achievement goals, multiple group structural equation modeling