抄録
This study's purpose was to examine effects of achievement goal orientations on problem solvings in classroom settings along Dweck (1986)'s model. In a pilot study, scales for measuring achievement goal orientations in arithmetic were constructed. Then they were known as highly reliable and valid. In the main experiment, 113 6th grade-children answered scales for measuring achievement goal orientation in arithmetic. Operated on high/low self-efficacy, subjects solved word problems. The results were as follows; 1) learning goal had positive effects on problem solvings; 2) performance goal×self-efficacy interaction had negative effects on problem solvings; 3) but controlled intelligence score, performance goal×self-efficacy interaction showed no significant effects on problem solvings. Finally, unsolving problems were discussed.
