个人目标取向、课堂目标结构及文化因素与学业求助策略的关系研究

摘要/Abstract

摘要： 本研究以982名初中学生为被试,采用验证性因素分析和多元回归方法对个人目标取向、课堂目标结构及文化因素与学业求助策略的关系进行研究。结果表明:(1)个人目标取向可以区分出任务取向、趋向型自我取向和逃避型自我取向,它们对学业求助的影响是不同的,只有逃避型自我取向的学生才倾向于作不利于学习的执行性求助。(2)课堂目标结构对学业求助有影响 ,在任务取向的课堂里 ,学生倾向于作工具性求助。(3)文化因素对学业求助有影响。认同中国求助格言的学生愿意作工具性求助,在意他人评价的学生倾向于回避求助或作执行性求助。(4)个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。

关键词: 目标取向, 课堂目标结构, 文化, 学业求助, 初中生

Abstract: The present study investigated the relationship between personal goal-orientation,calssroom goal structures,culture factors and academic help-seeking strategies.Nine gundred and eighty-two middle school students responded to a questionnaire.The following results were obtained:(1)Personal goal-orientation could be divided into task orientation,ego-approcah orientation and ego-avoidance orientation.They had different effect patterns on academic help-seeking,only those students with egoavoidance orientation were lidely to do executive help-seeking.(2)Classroom goal structures had influence on with academic help-seeking,students who were in task-oriented calassroom were more likely to do instrumental help-seeking.(3)Culture factors had influence on academic help-seeking.Students who conformed to Chinese help-seeking proverbs were likely to do instrumental help-seeking.Students who were sensitive to others'evaluation were likely to avoid asking help or executing help-seeking.(4)The patterns of personal goal-orientation,classroom goal structures and culture factors on different graders'academic help-seeking were different.

Key words: goal-orientation, classroom goal structures, culture factors, academic help-seeking, middle school students

中图分类号:

G442

李晓东, 林崇德. 个人目标取向、课堂目标结构及文化因素与学业求助策略的关系研究[J]. 心理发展与教育, 2001, 17(2): 1-6,18.

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