成就目標理論假定，持精熟目標的學習者會有較佳的學習成就與適應性的行為組型，但是根據行動控制理論的觀點，目標的選擇與是否實際執行仍有一段差距。因此本研究以460名公私立國中學生作為受試樣本，本探討國中學生的成就目標與行動控制策略對學習行為的影響是否有交互作用存在。此外並檢証學生的數學能力知覺在學習數學的過程中所扮演的角色。經由分析結果顯示： （一）以國中生為樣本對「成就目標量表」進行因素分析時，若先設定為抽取出三個因素，則「避免表現目標」這個因素並不明顯；但若設定為抽取兩個因素時，測量學生精熟目標的題目在因素結構上並沒有改變，但測量學生表現目標方面的題目，剛好是由原本三向度架構中的「趨向表現目標」與「避免表現目標」平均分攤。與過去的研究相較之下，研究者認為成就目標應該是隨著就學階段逐漸發展而來的。（二）成就目標與行動控制取向，在學生的數學能力知覺上有顯著的交互作用存在。唯有在精熟目標與行動取向的配合下，學生才會有較高的數學能力知覺。（三）成就目標導向與行動控制取向對數學學期成績卻沒有直接的影響，但是透過數學能力知覺的調節之後（間接效果）卻達到顯著。 With achievement goal theory, the students adopted mastery goals were higher grades reflected their in math GPA and demonstrated adaptive behavior pattern. According to the action control theory view, achievement goals that students pursued were a predecision phase that was not guaranteed when the action came to be executed. The purposes of this study were to explore whether there was an interaction between achievement goal and action control orientation with junior high school students. We also to discuss the role of the perceived mathematical competence in the mathematics learning process. The participants were 460 junior high school students, and we found that (1) The factor of performance-avoidance goal was not salient in our research as three factors were defined to be extracted by factor analysis. However, when we defined to extract two factors, the performance-avoidance and performance-approach goals were combined into the same factor with equal items, while the factor of mastery goal was the same as the trichotomous goals framework. By comparison with other research, we proposed that the goal students adopted came from a developmental process. (2) The interaction between achievement goal and action control orientation was verified ; the students with mastery goals and action orientation but stated orientation were perceived to have higher mathematical competence. (3) Perceived mathematical competence ahs a significant indirect effect on math GPA as the achievement goal and action control orientation had no direct effect on the math GPA.
教育與心理研究, 25(下),629-656 Journal of Education & Psychology