國中生自律/能力焦點及精熟/表現目標導向的課業避助行為之研究
中文摘要
本研究的主要目的有八：
（一）瞭解國內國中生在學習數學時，四種課業避助行為
之差異情形。
（二）考驗國中生的個人特徵與其課業避助行為之關係。（三）分析國中生的尋助態度與其課業避助行為之關係。（四）探討國中生個人特徵與其尋助態度之關係。
（五）考驗國中生的尋助態度是否為個人特徵與課業避助
行為的中介變項。
（六）探究國中生知覺的課室目標結構與其尋助態度之關
係。
（七）暸解國中生知覺的課室目標結構與其課業避助行為
之關係。
（八）探討國中生的尋助態度是否為其知覺的課室目標結
構與課業避助行為的中介變項。為了完成前述目
的，本研究總計抽取台灣本島南部地區十二所國中
二十六個班級共851人為研究樣本。
研究工具包括課業避助行為量表、目標導向量表、社會動機量表、知覺的課室目標結構量表、尋助態度量表、能力知覺量表。本研究所蒐集的資料以單因子重複量數變異數分析（one-way repeated measures, ANOVA）、多元迴歸分析（ multiple regression analysis ）、階層迴歸分析（ hierarchical regression analysis）來考驗各項假設。
本研究的發現如下：
（一）國中生在四種課業避助行為上有差異。其中，自律
焦點/精熟目標導向課業避助行為最高，其次分別為
能力焦點/精熟目標導向課業避助行為、自律焦點/
表現目標導向課業避助行為、能力焦點/表現目標導
向課業避助行為。
（二）個人特徵能預測四種課業避助行為。其中，趨向精
熟目標、趨向表現目標、逃避表現目標、地位目標
及自我效能能正向預測自律焦點/精熟目標導向、自
律焦點/表現目標導向課業避助行為。
（三）尋助態度可以預測課業避助行為。結果顯示，學
習者持知覺的尋助利益時，其仍然可能產生自律焦
點或精熟導向的課業避助行為。
（四）個人特徵變項可以預測三種尋助態度。其中，逃避
表現、地位目標與知覺的教師威脅、知覺的同儕威
脅有正相關。
（五）個人特徵與四種課業避助行為受到尋助態度所中
介。其中，逃避表現目標會透過知覺的同儕威脅而
對四種課業避助行為有間接效果；關係目標對四種
課業避助行為的關係則經常會受知覺的同儕威脅的
中介。
（六）知覺的課室目標結構能預測尋助態度。其中，知覺
的課室表現目標與知覺的教師威脅、知覺的同儕威
脅有正向關係。此外，知覺的課室精熟目標、知覺
的課室表現目標能正向預測知覺的尋助利益。（七）知覺的課室目標結構可以預測四種課業避助行為。
其中，知覺的課室精熟目標與自律焦點/精熟目標導
向課業避助行為、能力焦點/精熟目標導向課業避助
行為有正向關係。此外，知覺的課室表現目標能正
向預測四種課業避助行為。
（八）知覺的課室目標結構會透過尋助態度的中介，而對
四種課業避助行為產生間接效果。其中，知覺的課
室精熟目標、知覺的課室表現目標與四種課業避助
行為受到知覺的尋助利益所中介。
本研究根據研究結果提出建議，以提供國中教學與學習輔導，以及未來研究
之參考。

The purposes of this study were to：（a）investigate four academic help-avoidance behaviors of junior high school students toward mathematics learning ,（b）examine the relation between students'personal characteristics and academic help-avoidance behaviors,（c）analyze the relation between students’ attitudes toward seeking help and academic help-avoidance behaviors,（d）explore the relation between students’ personal characteristics and their attitudes toward seeking help,（e）examine if the attitude towards seeking help of junior high school students is a moderator-mediator between students'personal characteristics and academic help-avoidance behaviors or not,（f）examine the relation
between students’ perceived classroom goal and attitude toward seeking help or not,（g）explore the relation between students’ perceived classroom goal and academic help-avoidance behaviors, and（h）verify the attitude toward seeking help of junior high school students is a moderator-mediator between students’ perceived classroom goal and academic help-avoidance behaviors. The participants were 851 students from 12 junior high schools and 26 classes in southern Taiwan. The instruments used in this study included Help-Avoidance Behaviors Scale, Goal Orientation Scale, Social Motivation Scale,Classroom Goal Scale, Attitude toward Seeking Help Scale, and Competence Perception Scale. The
statistical methods used to analyze the data were one-way repeated measures ANOVA, multiple
regression analysis, hierarchical regression analysis.
The results of this study were summarized as follows:（a）Junior high school students had four
types of academic help-avoidance behaviors: autonomy concern/mastery goal orientation academic
help-avoidance behaviors, autonomy concern/ performance goal orientation academic help-avoidance behaviors, competence concern/mastery goal orientation academic help-avoidance behaviors,competence concern/performance goal orientation academic help-avoidance behaviors,（b）Personal
characteristics predicted four types of academic help-avoidance behaviors. Moreover, approach
mastery goal, approach performance, avoidance performance, status goal, and self-efficacy had the
positive relation between autonomy concern/mastery goal orientation academic help-avoidance
behaviors and autonomy concern/ performance goal orientation academic help-avoidance behaviors,
（c）Attitude toward seeking help predicted four types of academic help-avoidance behaviors.
Perceived seeking benefit furthermore predicted autonomy concern or mastery orientation academic
help-avoidance behaviors,（d）Personal characteristics predicted three types of attitudes toward seeking help. Avoidance performance, and status goal had positive relation between perceived threat from teachers and perceived threat from peers,（e）The relation between personal characteristics and four types of academic help-avoidance behaviors was mediated through attitudes toward seeking help.
Avoidance performance mediated the effects of perceived threat from peers on academic
help-avoidance behaviors. Relation goal was mediated by perceived threat from peers on academic
help-avoidance behaviors. ,（f）Perceived classroom goal predicted attitudes toward seeking help.
Perceived classroom performance goal had positive relation between perceived threat from teachers
and perceived threat from peers. Besides, perceived classroom mastery goal, and perceived classroom
performance goal had positive relation with perceived helping-seeking benefit, （g）Perceived
classroom goal predicted four types of academic help-avoidance behaviors. Perceived classroom
mastery goal had positive relation with autonomy concern/mastery goal orientation academic
help-avoidance behaviors, competence concern/mastery goal orientation academic help-avoidance behaviors. In addition, perceived classroom performance goal had positive relation with four types of academic help-avoidance behaviors ,and（h）Perceived classroom goal which was mediated through the attitude toward seeking help affected four types of academic help-avoidance behaviors. Through perceived help-seeking benefit, both perceived classroom mastery goal and perceived classroom performance goal had effects on four types of academic help-avoidance behaviors. Based on the findings in this research, suggestions for junior high school teaching, pedagogical guidance and further studies are offered.

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