学习焦虑、学习态度和投入动机与学业成绩关系的研究——关于《心理统计学》学习经验的调查

心理发展与教育 ›› 2005, Vol. 21 ›› Issue (1): 55-59,86.

学习焦虑、学习态度和投入动机与学业成绩关系的研究——关于《心理统计学》学习经验的调查

王爱平, 车宏生

北京师范大学心理学院, 北京, 100875

出版日期:2005-01-15 发布日期:2005-01-15
作者简介:王爱平(1955- )女,北京师范大学心理学院教师、博士.Email:apwang@bnu.edu.cn.
基金资助:
教育部"心理学课程体系、教学内容、教学手段、实验体系的改革实践"项目的资助.

A Research On the Relationship Between Learning Anxiety, Learning Attitude, Motivation and Test Performance

WANG Ai-ping, CHE Hong-sheng

School of Psychology, Beijing Normal University, Beijing 100875

Online:2005-01-15 Published:2005-01-15

摘要/Abstract

摘要： 本研究对122名本科生《心理统计学》课程的学习经验进行调查,其结果为:(1)在该课程的学习经验和考试成绩上男、女生差异显著,它表现在学习态度层面的有用性和成就态度,投入动机层面的自我投入上女生均优于男生;研究还发现,考分低则焦虑水平较高;(2)学习焦虑、学习态度、投入动机与考试成绩之间有显著相关,其中学习焦虑与成绩呈负相关,学习态度、投入动机与成绩呈正相关;(3)学习焦虑,学习态度和投入动机均影响学习成绩。学习成绩不仅受到学习焦虑和投入动机的直接影响,还受到学习态度等因素的间接影响。

关键词: 学习焦虑, 学习态度, 投入动机, 考试成绩

Abstract: The present study examined 122 participants about the learning experience of statistics for psychology.The results showed:(1) In contrast with male students,female students were superior for the learning experience and test performance; (2) There existed the significant relationship between learning anxiety,learning attitude and motivation with the test performance.There existed the negative correlation between learning anxiety and the test performance; it is a positive correlation between learning attitude and motivation with the one.The study found the lower scorers were higher in level of learning anxiety than higher scorers; (3) the test performance was influenced not only directly by learning anxiety and motivation,but also indirectly by learning attitude.

Key words: learning anxiety, learning attitude, motivation, test performance

中图分类号:

G442

王爱平, 车宏生. 学习焦虑、学习态度和投入动机与学业成绩关系的研究——关于《心理统计学》学习经验的调查[J]. 心理发展与教育, 2005, 21(1): 55-59,86.

WANG Ai-ping, CHE Hong-sheng. A Research On the Relationship Between Learning Anxiety, Learning Attitude, Motivation and Test Performance[J]. Psychological Development and Education, 2005, 21(1): 55-59,86.

参考文献

[1] 刘惠军,郭德俊.考前焦虑,成就目标和考试成绩关系的研究,心理发展与教育,2003(19),2.64-68.
[2] 李明振.成就动机,数学学习态度与学生数学学业成绩的关系,贵阳师范大学学报,1994,12(2).
[3] Pintrich P R,Schunk D H.Motivation in education:Theory,research and applications.Eaglewood cliffs:Prentice-Hall,1996.
[4] Weiner B.Human motivation.Mabwah,N J:Erlbaum,1989.
[5] 刘加霞,辛涛,黄高庆,申继亮,中学生学习动机,学习策略与学业成绩的关系的研究,教育理论与实践,2000,20(9).
[6] 吴明隆,SPSS统计应用实务,中国铁道出版社,2001,66-68.
[7] Hyde J S,Fennema E,Lamon S J.Gender difference in mathematics performance.A meta-analysis.Psychological of Bulletin,1990,107:139-155.
[8] Benbow C P.Academic achievement in mathematics and science of students between ages 13 and 23:Are there differences among students in the top one percent of mathematical ability? Journal of Educational Psychology,1992,84:51-61.
[9] Wilder G.Z.,Powell K.Sex differences in test performance:A survey of the literature.College Board Report,89-3.College Entrance Examination Board,New York,1989.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed