高一学生成就目标特征模式及学业适应:基于潜在剖面分析

doi:10.16187/j.cnki.issn1001-4918.2022.01.10

摘要/Abstract

摘要： 本研究采用潜在剖面分析技术探究高中生成就目标的特征模式及学业适应。被试为732名来自北京、广东、福州和西安各一所高中的高一学生，本研究采用问卷法收集学生的成就目标取向、学习效能、学业自我阻碍、学习策略和考试焦虑的数据。结果发现：（1）学生中存在成功导向、学业淡漠、典型掌握导向和非典型掌握导向四种类型，其中，典型和非典型掌握导向型所占比例较高，成功导向型和学业淡漠型所占比例较低；（2）成功导向组学生在学习效能、学习策略、学业自我阻碍和考试焦虑上的得分最高，学业淡漠组在各学业适应指标上得分最低，典型和非典型掌握导向组得分处于成功导向组和学业淡漠组中间。本研究结果对预防和干预学业适应不良具有重要意义。

关键词: 高中生, 成就目标取向, 学业适应, 潜在剖面分析

Abstract: The present study aimed to investigate high school students' achievement goal orientation patterns and their academic adjustment. Participants were 732 students in grade 10, from four high schools located in a major city of China (i.e., Beijing, Xi'an, Guangzhou and Fuzhou). Data were collected on students' reported achievement goal orientations, academic efficacy, academic self-handicapping, learning strategies and test anxiety. The results showed that:(1) Student achievement goal orientations could be divided into four types, namely, success-oriented group, academic-indifferent group, typical and non-typical mastery-oriented group. Typical and non-typical mastery-oriented groups were the majority; (2) The students in success-oriented group had the higher score on adaptive academic indicators (academic efficacy and learning strategies) and maladaptive academic indicators (self-handicapping and test anxiety) than typical and non-typical mastery-oriented groups; academic-indifferent group had the lowest scores on all variables. These results support the multiple goal theory and have important implications for the prevention and intervention of academic maladjustment.

Key words: high school students, achievement goal orientation, academic adjustment, latent profile analysis

中图分类号:

G442

徐鑫锫, 莫玲菲, 刘明, 邓赐平. 高一学生成就目标特征模式及学业适应:基于潜在剖面分析[J]. 心理发展与教育, 2022, 38(1): 81-89.

XU Xinpei, MO Lingfei, LIU Ming, DENG Ciping. Grade 10 Students' Achievement Goal Orientation Patterns and Their Academic Adjustment: Based on Latent Profile Analysis[J]. Psychological Development and Education, 2022, 38(1): 81-89.

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