指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期：

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1 指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期：2006. 11. 21
Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies 指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期： 多重目標與認知、自我調整和動機策略關的關聯性 Riveiro, J. M S, Cabanach, R. G. & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71,

2 Background (1) Goal orientations have been described with respect to their interactions with cognitive, affective, and motivational variables Task-oriented students are primarily interested in attaining mastery and improving their knowledge or competence Performance-oriented students have a strong desire to demonstrate their superior skills （目標理論提供許多資訊去解釋學習的學習動機和行為） 目標導向理論的著眼點在於目標與認知、情感和動機之間的相互影響 任務目標導向的學生會著重在於達到精熟和改善他們的知識和能加 表現目標導向的學生會強烈的想去證明他們所擁有的能力

3 Background (2) 過去研究著重的部份
Focused on identifying different types of goal orientations among students Goal orientations has led researchers to report the possibility that more than one goal may be simultaneously operative Cognitive and S-R processes depend partly on the joint and interactive effects of goals more precisely than on single goals Performance goals, having high task goals promoted students’ S-R learning 過去研究的著重的部分在於 　１：區辨不同的目標導向 　２：過去研究中提出，在學習過程中可能會有一個以上的目標導向同時運作 認知和自我調整的過程中一部分是和目標相互的結合、相互作用下的結果，這個相互影響的結果在多重目標的情況下更為明顯

4 The aims To identify potential groups of university students pursuing different goals To examine their use of cognitive, S-R, and motivational strategies 定義大學生追求的目標可能的類型 並試圖去解釋學生的認知、SR、動機策略和目標間的關聯性

5 Method Participants Instruments Procedures Analysis
595 Spanish-speaking university students 175 males & 416 females Instruments Goal orientation scales (Skaalvik, 1997) Cuestionario de Estrategias de Aprendizaje y Motivation II Procedures 透過不具名的問卷做分析調查 Analysis Non-hierarchical cluster analysis & ANOVA

6 Results (1)

7 Results (2)

8 Results (3)

9 Results (4)

10 Discussion (1) Students with predominance of task and self-defeating orientations reported significantly higher use of rehearsal and metacognitive self-regulation and study environment strategies Students with predominance of ego and work-avoidance goals reported significantly higher levels in the use of all motivational strategies 有卓越的任務導向和自我挫敗導向的學生會經常使用排練和自我調整的後設認知和研究環境策略 有卓越的自我意識和工作逃避的學生會使用高層次的動機策略

11 Discussion (2) Results suggest some important issues
The importance of distinguishing between the various goal orientations High task orientation tended to report more frequent use of cognitive and S-R strategies S-R learning can be hindered by the imbalance of the predominant goals Work-avoidance orientation decreased as task orientation increased its contribution to the clusters 這些結果顯示一些重要的問題 　釐清各種目標導向的重要性 　高度任務導向趨向的會較常使用認知策略和ＳＲ策略 　主要的目標是不穩定的時候ＳＲ的學習會被防礙 　工作逃避導向和隨著任務導向的增加而減少

12 Question ＊若在實驗設計上將實驗組及對照組分為task goal & multiple goal是否有意義
＊研究設計上該考量哪些部分，以避免結果的偏差 感謝大家的聆聽 簡而言之，在學習過程中學習者並不會只採用一種目標導向，任務導向目標之外的目標會讓學習者面對情境時會較有彈性 自我調整學習和認知、行為調整和動機調整是息息相關的