本研究目的乃探討期望地位與正向目標互賴等學生層變項對合作學習參與 公平性的預測力,班級層班平均正向目標互賴的脈絡效果,以及其對學生層正 向目標互賴的調節效果。本研究以具有合作學習經驗的八年級學生作為研究對 象,施以小組學習參與公平性量表、期望地位問卷與正向目標互賴量表,收回 30 個班級 714 位學生的有效問卷。多層次分析結果顯示:(1)期望地位對學生 小組學習參與公平性經驗有正向預測力;(2)正向目標互賴對學生小組學習參 與公平性經驗有正向預測力;(3)正向目標互賴對學生小組學習參與公平性經 驗有正向預測力,而且可以調節學生層正向目標互賴與小組學習參與公平性經 驗之間的關係。

This study investigated the predictive effects of student-level variables such as expectation status and positive goal interdependence on equitable participation in the cooperative learning. It also explored the contextual effect of the class-level aggregate positive goal interdependence, as well as the moderating effect of the class-level aggregate positive goal interdependence between the positive goal interdependence and equitable participation. The subjects were 714 students from 30 classes with cooperative learning experience. The results were as follows: (1) The student-level variables, expectation status and positive goal interdependence, could predict significantly students’ equitable participation; (2) The class-level aggregate positive goal interdependence could predict significantly students’ equitable participation, and moderate the relationship between the positive goal interdependence and equitable participation.

合作學習、參與公平性、期望地位、目標互賴

cooperative learning, equitable participation, expectation status, goal interdependence