| Summary: | 碩士 === 國立成功大學 === 教育研究所 === 92 === The purposes of this study were (a) to explore the differences among junior high school students’ three kinds of approach performance goals, (b) to explore the differences among junior high school students’ three kinds of cultural values, (c) to analyze the differences among junior high school students’ adaptive patterns of learning, (d) to examine the relation between students’ approach performance goal and adaptive patterns of learning, (e) to examine the relation between students’ approach performance goal and cultural values, (f) to explore the relation between students’ adaptive patterns of learning and cultural values, and (g) to analyze cultural values as moderators between approach performance goal and adaptive patterns of learning. The participants were 799 junior high school students. The instruments used in this study included: Approach Performance Goal Scale, Cultural Values Scale, Adaptive Patterns of Learning Scale. The statistical methods used to analyze the data were one-way MANOVA, Hotelling T2, one-way repeated measures ANOVA, canonical correlation analysis, multiple regression analysis.
The results of this study were summarized as followings:
1.Students from different grades and genders differed in three kinds of approach performance goals. By furthermore analysis, seven grade and eighth grade students scored higher on relative ability and extrinsic rewards than ninth grade students; seven grade students scorded higher on others’ expectations than eighth grade and ninth grade students; male students scored higher on extrinsic rewards than female students. In addition, junior high school students had significant differences in three kinds of approach performance goals, and the scores of their relative ability were higher than others’ expectations and extrinsic rewards.
2.Students from different grades and genders differed in three kinds of cultural values. By furthermore analysis, seven grade students scored higher on collectivism orientation and future time perspective than eighth grade and ninth grade students; ninth grade students scorded higher on emphasis on effort than seven grade and eigth grade students; male students scored lower on collectivism orientation than female students. Moreover, junior high school students had significant differences in three kinds of cultural values, and the scores of their emphasis on effort were higher than those of future time perspective and collectivism orientation.
3.Students from different grades had significant differences in information-processing strategy, metacognitive strategy, persistence and efforts, but not in positive affect and interest. By furthermore analysis, seven grade students scored higher on information-processing strategy, persistence and efforts than eighth grade and ninth grade students. Both male and female students had no significant differences in information-processing strategy, metacognitive strategy, persistence and effort. However, they had significant differences in positive affect and interest, and male students’ scored higher on positive affect and interest than female students.
4.The relative ability and others’ expectations of junior high school students could predict information-processing strategy, metacognitive strategy, positive affect, interest, persistence and effort. Extrinsic rewards could positively predict information-processing strategy, and could negatively predict metacognitive strategy and effort. But extrinsic rewards could not significant predict positive affect, interest and persistence.
5.Approach performance goals and cultural values had significant canonical correlation relationships among junior high school students. Those who scored high on collectivism orientation, future time perspective and emphasis on effort were also scored high on relative ability and others’ expectations.
6.All three kinds of cultural values could significant predict information-processing strategy and metacognitive strategy among junior high school students, but could not significant predict positive affect and interest. Their future time perspective could positively predict persistence and effort; their emphasis on effort could positively predict persistence, but could not significant predict effort, and their collectivism orientation could not significant predict persistence and effort.
7.The emphasis on effort on cultural values was the moderator between relative ability and information-processing strategy, and it was also the moderator between extrinsic rewards and interest. Furthermore, the relative ability of those who had middle level of emphasis on effort, could positively predict information-processing strategy. In addition, extrinsic rewards on those who had middle level of emphasis on effort could positively predict interest.
Based on the findings in this research, suggestions to junior high school teaching, educational guidance and future studies were proposed.
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