初二学生知觉到的教师期望、自我价值感与目标取向的关系研究

摘要/Abstract

摘要： 以274名初中二年级学生为被试,采用验证性因素分析和多元回归方法对教师期望、自我价值感及目标取向的关系进行研究。结果表明:(1)人口统计学变量(性别和班别)对教师期望、自我价值感及目标取向有影响。(2)教师期望与自我价值感和目标取向相关显著:积极效应与自我价值感及目标取向的各维度呈显著正相关,消极效应与自我价值感及目标取向各维度呈显著负相关。(3)在控制了人口统计学变量后,教师期望与自我价值感仍对目标取向各维度具有较强的预测作用。(4)自我价值感在教师期望对目标取向各维度的影响上起到了中介作用。

关键词: 教师期望, 自我价值感, 目标取向, 中介变量

Abstract: The present study investigated the relationship between teacher-expectancy,self-worth and goal orientation.274 eighth graders of a middle school responded to questionnaires.The following results were obtained:(1) The demographic variables(gender and class type)had influence on teacher-expectancy,self-worth and goal orientation.(2)There were significantly positive correlations between variances of teacher-expectancy,self-worth and goal orientation:positive effect was positively related with every dimension of self-worth and goal orientation,and negative effect was negatively related with every dimension of self-worth and goal orientation.(3)After controlling the demographic variables,teacher expectancy and self-worth still played significantly predictive roles on goal orientation.(4)self-worth played a meditative role in the relevance between teacher-expectancy and the dimensions of goal orientation.

Key words: teacher-expectancy, self-worth, goal orientation, intermediate variable

中图分类号:

G444

郑海燕, 刘晓明, 莫雷. 初二学生知觉到的教师期望、自我价值感与目标取向的关系研究[J]. 心理发展与教育, 2004, 20(3): 16-22.

ZHENG Hai-yan, LIU Xiao-ming, MO Lei. The Relationship between Eighth Graders Perceived Teacher-Expectancy, Self-Worth and Goal Orientation[J]. Psychological Development and Education, 2004, 20(3): 16-22.

参考文献

[1] Wong A F L, Young D J, Fraser B J. A multilevel analysis of learning environments and student attitudes. Educational Psychology, 1997,17:449-468.
[2] Wong N Y, Watkins D. A longitudinal study of the psychosocial environmental and learning approaches in the Hong Kong classroom. The Journal of Educational Research, 1998,91: 247-254.
[3] Ames C, Archer R. Achievement goals in the classroom:Student learning strategies and motivation processes, Journal of Educational Psychology, 1988,80: 260-267.
[4] Young A J. I think, therefore I'm motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time. Learning and Individual Differences, 1997,9: 249-283.
[5] Archer J R, Scevak J J. Enhancing students'motivation to learn:Achievement goals in university classrooms. Educational Psychology, 1998,18:205-223.
[6] Biggs J. What are effective schools? Iessons from east and west.Australian Educational Researcher, 1994,21:19-39.
[7] Weinstein R S. Perceptions of classroom processes and student motivation: Chilsren's views of self-fulfilling prophecies. In C. Ames,R. Ames(Eds.), Research on motivation in education, Vol. 3:Goals and Cognitions. San Diego: Academic Press, Inc. 1989:187-221.
[8] 王蕾.教师期望效应最优化的策略.宁波大学学报(教育科学版)1999,(21)4:12-16.
[9] 詹姆斯·麦克米伦主编.何立婴译.学生学习的社会心理学.北京:人民教育出版社,1989.
[10] 梁宁建,殷芳.教师鼓励与学生的自我期望心理品质关系的研究.心理科学,1999,(22)3:218-221.
[11] 刘丽红,姚清如教师期望对学生学业成绩的影响.心理科学,1996,(19)6:348-350.
[12] Ames C,Archer J.Achievementjoals in the classroom:Student learning strategies and motivational processes.Journal of Educational Psychology,1998,80:260-267
[13] Dweck C S,Leggett E L.A social-cognitive approachto motivation and personality.Psychological Review,1998,95:256-273.
[14] Nicholls J.Gachievement motivation:Conceptions of ability,subjective esperience,task choice,and peffornance.Psychologicai Review,1984,91:328-346.
[15] Elliot A J,Harackiewicz J M.Approach and achievement goals and intrinsic motivation:a mediational analysis.Personality and Social Psychology,1996,70:461-475.
[16] 李晓东.成就动机与学业求助研究.香港中文大学哲学博士论文,2000.
[17] 杨丽萍.社会化过程中预言的自我实现.湖北大学学报(哲社版),1997,(24)3:88-91.
[18] 李晓文.儿童自我意识发展机制初探.心理科学,1993,16(4):193-197.
[19] 时蓉华.社会心理学杭州:浙江教育出版社,1998,5版.
[20] 黄希庭,杨雄.青年学生自我价值感量表的编制.心理科学,1998,(21)4:289-292.
[21] Baron R M, Kenny D A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology,1986,51:1173-1182.
[22] Pedhazur E J. Multiple regression in behavioral research:Ex planation and predicrion (3rd ed.). New York: Harcourt Brace College Publishers. 1997.
[23] Rosenthal R, Jacobson L. Pygmalion in the classroom: Teacher expectation and pupils'intellectual development Holt, Rhinehart & Winston, New York. 1968.
[24] Rosenthal R, Jacobson L. Self-fulfilling prophecies in the classroom: Teachers'expectations as unintended determinants of pupils'intellectual conpetence. In: Deutsch, M., Katz, I. and Jensen, A.R.Editors. Social class, race, and psychological development Holt, Rinehart and Winston, New York, 1968: 219-253.
[25] 张焰,黄希庭.试论低自我价值感者成就动机特点西南师范大学学报(哲社版),1999,(25)4:77-81.
[26] 刘晓明,郭占基等.成就动机、自我概念与学生学业成绩的关系研究.心理科学,1991,(70)2:18-21.
[27] 魏运华.学校因素对儿童自尊发展影响的研究.心理发展与教育,1998,(14)2:12-16.
[28] 刘明.高中学生自尊水平与学业、人际成败归因方式关系研究.心理科学,1998,(21)3:281-282.
[29] 张文新.初中生自尊特点的初步研究.心理科学,1997,(20)6:504-507.

相关文章 15

[1]	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.
[2]	张云运, 陈嘉仪, 杨妙, 任萍, 刘思辰. 父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型[J]. 心理发展与教育, 2021, 37(2): 211-221.
[3]	张云运, 黄美薇, 任萍, 张瑞平. 朋友的学业成就会影响我的学业成就吗？——成对友谊关系中成就目标取向的中介作用[J]. 心理发展与教育, 2020, 36(1): 54-66.
[4]	杨丽珠, 李淼, 陈靖涵, 沈悦. 教师期望对幼儿人格的影响:师幼关系的中介效应[J]. 心理发展与教育, 2016, 32(6): 641-648.
[5]	程翠萍, 黄希庭. 大学生勇气与主观幸福感的关系:一个有调节的中介模型[J]. 心理发展与教育, 2016, 32(4): 478-485.
[6]	黄薇, 阳泽. 3~6岁幼儿目标取向、自我效能感与自我控制的关系[J]. 心理发展与教育, 2015, 31(5): 547-554.
[7]	王磊, 郑雪. 大学生自我价值感领域权变性与主观幸福感的关系[J]. 心理发展与教育, 2011, 27(4): 434-440.
[8]	丁凤琴, 王勇慧, 王振宏. 国防大学生文化取向、自尊与主观幸福感的特点及其关系[J]. 心理发展与教育, 2011, 27(4): 374-381.
[9]	吴宇驹, 刘毅, 凌文辁, 路红. 基于情绪调节模型的教师情绪劳动的中介效应探讨[J]. 心理发展与教育, 2011, 27(3): 304-312.
[10]	陈福侠, 张福娟. 工读学校学生同伴依恋、自我概念与孤独感的特点及其关系[J]. 心理发展与教育, 2010, 26(1): 73-80.
[11]	马来祥, 寇彧. 成败等因素对小学生游戏中自我价值感的影响[J]. 心理发展与教育, 2009, 25(4): 37-42.
[12]	郑海燕, 张敏强. 初中生教师期望知觉评定量表的编制[J]. 心理发展与教育, 2008, 24(3): 113-118.
[13]	范丽恒, 金盛华. 教师期望对初中生心理特点的影响[J]. 心理发展与教育, 2008, 24(3): 48-52.
[14]	王磊, 刘建新, 郑雪. 大学生自我价值感的领域权变性与应对方式[J]. 心理发展与教育, 2007, 23(4): 50-56.
[15]	王磊, 郑雪. 大学生自我价值感领域权变性量表的编制[J]. 心理发展与教育, 2006, 22(2): 113-119.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed