| Summary: | 碩士 === 大葉大學 === 教育專業發展研究所 === 98 === The purpose of this study was to explore the effect of achievement goals, academic frustration experience, academic self-efficacy on academic frustration tolerance. Sub-jects of 588 elementary students throughout Taiwan were selected through a stratified sampling method. The statistical methods used were descriptive statistics, t-test, Pearson correlation, regression analysis and structural equation modeling.
The results were as follows: Most elementary students had higher ap-proach-mastery goal, academic frustration experience was moderate, academic self-efficacy and academic frustration tolerance were acceptable overall. There were significant gender differences in the approach-mastery goal and avoidance-mastery goal. Girls got higher average score than boys. For avoidance-mastery goal, different grades have significance difference and sixth graders are better than fifth graders. In addition, approach-mastery goal, approach-performance goal, and academic self-efficacy were positively related to academic frustration tolerance. Academic frustration experience, avoidance-performance goal are negatively correlated with academic frustration toler-ance. Path analyses showed that achievement goals influenced students’ academic frus-tration tolerance both directly as well as indirectly through the mediation of academic frustration experience and academic self-efficacy. Implications for education were dis-cussed and suggestions for future study were also proposed.
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