不同成就目標的內涵及其影響

Abstract

本研究欲探討不同成就目標情境如何影響學習過程中的情緒與失敗回饋後的作業興趣及挑戰意願，個體的不同學習目標傾向與學習過程中的情緒、失敗回饋後的作業興趣及挑戰意願的關聯，以及個體的成就動機、文化價值傾向、心理需求及智力本質信念與成就目標的關聯。Grant與Dweck（2003）將個體的學習目標傾向區分為挑戰學習目標與增長學習目標，前者指的是個體想要征服作業帶來的挑戰，後者指的是個體想要充實自我的能力而學習。研究一的結果顯示，分配在學習目標情境的大學生之挑戰意願高於在表現目標情境的大學生。此外無論個體傾向挑戰學習目標或增長學習目標，面臨能力不足的回饋後依然有較正向的情緒、擁有持續學習的意願，但是唯有傾向挑戰學習目標的學生才會對學習感到興趣。研究二的結果發現，除了分配在趨近表現目標情境的大學生之作業興趣與挑戰意願高於在學習目標情境的大學生外，更進一步的指出愈持挑戰學習目標傾向的大學生愈會樂在學習的過程當中，但是增長學習目標傾向不影響學習過程中的情緒。研究三的結果說明，表現需求較高的學生愈傾向增長學習目標，而與挑戰學習目標無關。這個結果意涵著持增長學習目標的學生認為，學習成果的獲得還需要他人的回饋與評價才能達成。最後檢討研究一與研究二中的目標情境影響學習行為的結果不一致之原因，包括個體是否對作業感到勝任感、回饋訊息的性質與及作業材料的特殊性。由於本研究僅操弄失敗回饋，儘管研究結果支持挑戰學習目標可以樂在學習，並且在能力不足回饋後對學習感到興趣；是否增長學習目標在獲得成功的成果後，會有更大的喜悅與培養出更深的學習樂趣，值得進一步探討。

This study investigates how achievement goal situations influence learning behaviors and what is the relation between learning goals that people adopt and learning behaviors. Grant and Dweck（2003）differentiated learning goals to “mastery-challenge goal” which means people engage activity for challenge and “learning goal” labeled “incremental-learning goal” in this study which means people engage activity for improve ones ability. Study 1 showed that when facing failure, students in learning goal situation still wanted to learn than those in performance goal situation and “mastery-challenge goal” adopted by students has an effect on intrinsic motivation. However, study 2 showed that in failure context approach-performance goal situation promote student’s intrinsic motivation than learning goal situation. Study 2 discovered that “mastery-challenge goal” adopted by students has an effect on task-involved emotion, but “incremental-learning goal” has no effect. Study 3 used relevant psychological constructs to differentiate “incremental-learning goal” and “mastery-challenge goal”. Results imply that “incremental-learning goal” is relation to exhibition need, however, there is no rekationship on “mastery-challenge goal”. Finally we discussed inconsistent results on learning behavior in achievement goal situation between study 1 and study 2.