The Study of junior high school students’ self-worth and action/state orientation on the prediction of avoidance strategies, and moderated effects of classroom goal structure.

• Main Authors: Hsiao-HanChang, 張筱涵
• Other Authors: Bing-Lin Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/44657715749749008517

碩士 === 國立成功大學 === 教育研究所 === 99 === The study based on self-worth theory and the action control theory, attempted to construct the avoidance strategies model, and tried to view the moderated effects of classroom goal structure on avoidance strategies. Therefore, the purposes of this study were: (a) examine the fit between the avoidance strategies model and observed data, and explore the junior high school students’ action/state orientation on the prediction of avoidance strategies and the reciprocal causal relationship between self-worth and avoidance strategies. (b) analyze the moderating effects of the classroom goal structure on the avoidance strategies model. A longitudinal design was adopted in this study. Participants were 1255 junior high school students in Taiwan and the observed data were taken in 7th grade and 8th grade. The collected data were analyzed via SEM and multi-sample analysis. The findings of this study were summarized as follows: (a) the avoidance strategies model constructed in this study fit the observed data well, and could be used to explain the observed data throughout Taiwan. The analyzed results show that action / state orientation has a negative effect on the avoidance strategy, especially has a greater effect on avoidance strategies after six months. And, there is an reciprocal causal relationship between self-worth and avoidance strategies, and the further analysis results show: the direct effects of avoidance strategies on self-worth is greater than the self-worth on avoidance strategies. (b) the relationship between self-worth and avoidance strategies were moderated by classroom goal structure: In the approach-mastery classroom goal structure, the learner's self-worth had a significant negative effect on the use of avoidance strategies, but the use of avoidance strategies were not related to their self-worth effect. In the approach-performance classroom goal structure, the students’ self-worth was not related to their avoidance strategies, but the use of avoidance strategies had a significant negative effect on their self-worth. Based on the results of this study, we discussed the implications for teaching and proposed recommendations for future research.