四向度課室目標結構、個人目標導向與課業求助行為之相關
中文摘要
　　本研究的目的為：（一）建構四向度課室目標結構量表，並分析該量表的信、效度。（二）探討國中生知覺的四種課室目標結構之差異情形。（三）考驗國中生知覺的課室目標結構與其個人目標導向之間的關係。（四）瞭解國中生持有的個人目標導向與其課業求助行為之關係。（五）探究國中生知覺的課室目標結構與其課業求助行為之關係。（六）分析個人目標導向在知覺的課室目標結構與課業求助行為之間的中介效果。（七）探討國中生知覺的課室目標結構與其求助對象的選擇傾向之的關係。（八）分析國中生求助對象的選擇傾向與其課業求助行為之關係。（九）考驗國中生求助對象的選擇傾向是否為其知覺的課室目標結構與課業求助行為間的中介變項。為完成前述目的，本研究抽取台灣地區15所學校32個班級共932名國中生為研究樣本。研究工具包括知覺的課室目標結構量表、個人目標導向量表、求助對象的選擇傾向量表與課業求助行為量表。本研究所蒐集的資料以結構方程模式、單因子多變量變異數分析、Hotelling T2、單因子重複量數變異數分析、多元迴歸階層及迴歸分析分析來考驗各假設。

　　本研究的發現如下：
一、本研究所建構的四向度課室目標結構驗證性因素分析模式具有良好的適配模式，即該模式適合用來解釋國內國中生的觀察資料。
二、國中生在四種知覺的課室目標結構上有差異。其中以趨向精熟課室目標最高，其次為逃避精熟課室目標，而趨向表現課室目標及逃避表現課室目標最低。
三、知覺的課室目標結構可預測個人目標導向。研究結果顯示：趨向精熟課室目標結構最能預測學習者的趨向精熟目標，逃避精熟課室目標結構最能預測學習者的逃避精熟目標，逃避表現課室目標結構最能預測學習者的逃避表現目標，趨向表現課室目標結構最能預測學習者趨向表現目標。
四、個人目標導向可預測課業求助行為。趨向精熟目標能正向預測工具性求助、負向預測執行性求助與逃避求助；逃避表現目標能負向預測工具性求助、正向預測執行性求助與逃避求助。
五、知覺的課室目標結構可預測課業求助行為。趨向精熟課室目標結構能正向預測工具性求助、負向預測逃避求助；逃避精熟課室目標結構能正向預測工具性求助；趨向表現課室目標結構與逃避表現課室目標結構皆能正向預測執行性求助與逃避求助。
六、知覺的課室目標結構與課業求助行為受到個人目標導向的中介，其中以趨向精熟課室目標透過趨向精熟目標對課業求助行為產生的效果最強。
七、知覺的課室目標結構可預測求助對象的選擇傾向。其中，趨向精熟課室目標對課室中的教師與同學的預測力最強；逃避表現課室目標對非課室的父母與兄弟姊妹的預測力最強。
八、求助對象的選擇傾向可預測課業求助行為。其中，對教師與同學的求助傾向最能正向預測工具性求助、對父母的求助傾向能正向預測工具性求助；對兄弟姊妹的求助則能負向的預測執行性求助與逃避求助。
九、知覺的課室目標結構與課業求助行為受到求助對象的選擇傾向之中介。其中，趨向精熟課室目標透過對教師的求助傾向而對課業求助行為產生的效果最強。然而，求助對象的選擇傾向在知覺的課室目標結構與課業求助行為間所扮演的中介角色未如個人目標導向來的有力。

　　本研究依據研究結果提出建議，以提供國中教學學習輔導及未來研究之參考。

　　The Relationship among 4- Dimensions Classroom Goal Structure, Personal Goal Orientation and Academic Help-Seeking Behaviors

ABSTRACT
　　The purposes of this study were to: (a) construct a 4-Dimensions Classroom Goal Structure Scale and examine the psychometric properties, (b) investigate four perceived classroom goal structures of junior high school students towards Mathematic learning, (c) examine relation of student’s perceived classroom goal structure and personal goal orientation, (d) understand the relation of student’s individual goal orientation and academic help-seeking behaviors, (e) explore the relation of student’s perceived classroom goal structures and academic help-seeking behaviors, (f) analyze the mediating effects of individual goal orientation between perceived classroom goal structures and academic help-seeking behaviors, (g) explore the relation of student’s perceived classroom goal structure and student’s selective tendency of help seeking, (h) analyze the relation of student’s selective tendency of help seeking and academic help-seeking behaviors, and (i) test the mediating effects of student’s selective tendency of help seeking between perceived classroom goal structure and academic help-seeking behaviors. The participants were 932 from 15 junior high schools and 32 classes in Taiwan. The instruments used in this study included Perceived Classroom Goal Structure Scale, Individual Goal Orientation Scale, Selective Tendency of Help Seeking Scale, and Academic Help-Seeking Behavior Scale. The statistical methods used to analyze the data were structural equation modeling (SEM), one-way MANOVA, Hotelling T2, one-way repeated measures (ANOVA), hierarchical regression analysis, and multiple regression analysis.
　　The results of this study were summarized as followings: (a) The theoretical model which proposed by the author fitted the empirically observed data l, (b) Junior high school students had indeed perceived four types of classroom goal structures: approach-mastery classroom goal structure, avoidance-mastery classroom goal structure, approach-performance classroom goal structure, and avoidance-performance classroom goal structure, (c) Perceived classroom goal structure can predict individual goal orientation. Moreover, Approach-mastery classroom goal structure was the best predictor of approach-mastery goal of learners; avoidance-mastery classroom goal structure was the best predictor of avoidance-mastery goal of learners; approach-performance classroom goal structure was the best predictor of approach-performance goal of learners; avoidance-performance classroom goal construct was the best predictor of avoidance-performance goal of learners, (d) Individual goal orientation can predict academic help-seeking behaviors. Moreover, approach-mastery goal orientation had positive relation with instrumental help seeking, and had negative relation with avoidance of help seeking; avoidance-performance goal orientation had positive relation with executive help seeking and avoidance of help seeking, and had negative relation with instrumental help seeking, (e) perceived classroom goal structure predicted academic help-seeking behaviors. Moreover, approach-mastery classroom goal structure had positive relation with instrumental help seeking, and had negative relation with avoidance of help seeking; avoidance-mastery classroom goal structure had positive relation with instrumental help seeking; both approach/ avoidance-performance classroom goal structure had positive relation with executive help seeking and avoidance of help seeking, (f) individual goal orientation was the mediating variable between perceived classroom goal structure and academic help seeking behaviors. Besides, the relation of approach-mastery classroom goal structure and academic help seeking was mediated through approach-mastery goal orientation, (g) perceived classroom goal structure can predict student’s selective tendency of help seeking. In addition, approach-mastery classroom goal structure was the best predictor of teacher and classmates in classroom; avoidance-performance classroom goal structure was the best predictor of parents and siblings, (h) students’ selective tendency of help seeking can predict academic help seeking behaviors. Furthermore, the help-seeking tendency of teacher and classmates had positive relation with instrumental help seeking; the help-seeking tendency of parents had positive relation with instrumental help seeking; the help-seeking tendency of siblings had negative relation with executive help seeking and avoidance of help seeking, (i) selective tendency of help seeking was the mediating variable between perceived classroom goal structure and academic help seeking behaviors. In addition, the help-seeking tendency of teacher was the best mediation between the relation of approach-mastery classroom goal structure and academic help seeking. However, the selective tendency of help-seeking between approach-mastery classroom goal structure and academic help seeking was not stronger than individual goal orientation between those two variables.
　　Based on the findings in this research, suggestions for junior high school teaching, educational guidance and further studies were proposed.

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