成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用

doi:10.16187/j.cnki.issn1001-4918.2018.02.08

摘要/Abstract

摘要： 采用问卷法对708名小学高年级学生进行调查，以考察成就目标定向、学业拖延、数学焦虑与数学学习投入之间的关系，结果显示：（1）掌握定向和表现-接近定向均能直接正向预测数学学习投入，而表现-回避定向的直接预测作用不显著；（2）掌握定向、表现-接近定向和表现-回避定向均能通过学业拖延来间接预测数学学习投入；（3）掌握定向和表现-回避定向均能通过数学焦虑来间接预测数学学习投入，但表现-接近定向不能通过数学焦虑来间接预测数学学习投入；（4）三种成就目标定向均能通过学业拖延经数学焦虑的多重中介作用来预测数学学习投入。这表明成就目标定向不仅能直接预测，还能通过学业拖延和数学焦虑的多重中介作用，来间接预测小学生数学学习投入。

关键词: 小学生, 成就目标定向, 数学学习投入, 学业拖延, 数学焦虑

Abstract: The current study investigated seven hundred and eight pupils in upper grades by using self-report scales, to explore the relations among achievement goal orientations, academic procrastination, mathematics anxiety, and mathematics engagement. The results showed:(1) both mastery and performance-approach orientations had direct and positive prediction on mathematics engagement, but the prediction of performance-avoidance orientation was not significant; (2) mastery, performance-approach, and performance-avoidance orientations indirectly predicted mathematics engagement through academic procrastination; (3) both mastery and performance-approach orientations, but not performance-avoidance orientation, indirectly predicted mathematics engagement through mathematics anxiety; (4) all the three types of achievement goal orientations indirectly predicted mathematics engagement through a multiple mediating path from academic procrastination to mathematics anxiety. The findings indicated that achievement goal orientations had not only a direct influence on mathematics engagement, but also an indirect effect on mathematics engagement through academic procrastination and mathematics anxiety.

Key words: pupils, achievement goal orientations, mathematics engagement, academic procrastination, mathematics anxiety

中图分类号:

G442

洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用[J]. 心理发展与教育, 2018, 34(2): 191-199.

HONG Wei, LIU Rude, ZHEN Rui, JIANG Shuyang, JIN Fangkai. Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety[J]. Psychological Development and Education, 2018, 34(2): 191-199.

参考文献

Akinsola, M., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education,3(4), 363-370.

Bai, H., Wang, L. S., Pan, W., & Frey, M. (2009). Measuring mathematics anxiety:Psychometric analysis of a bidimensional affective scale. Journal of Instructional Psychology,36(3), 185-193.

Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement:The mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies,13(1), 57-74.

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012a). Achievement Goal Theory, conceptualization of ability/intelligence, and classroom climate. In Eric M. Anderman & Helen Patrick. Handbook of Research on Student Engagement (pp. 173-192). Springer US.

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012b). A Self-determination Theory perspective on student engagement. In Johnmarshall Reeve. Handbook of Research on Student Engagement (pp. 149-172). Springer US.

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology,93(1), 43-54.

Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates:The moderating role of honors student status. Learning and Individual Differences,57, 157-162.

Covington, M. V. (1992). Making the grade:A self-worth perspective on motivation and school reform. Cambridge, England:Cambridge University Press.

Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students' emotions during homework in mathematics:Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology,36(1), 25-35.

Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement:A test of Dweck's model with returning to school adults. Contemporary Educational Psychology,30(1), 43-59.

Dweck, C. S. (1990). Self-theories and goals:Their role in motivation, personality, and development. In Perspectives on motivation:Vol. 38. Nebraska symposium on motivation 1990 (pp. 199-235). Lincoln, NE:University of Nebraska Press.

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology,72(1), 218-232.

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation:A mediational analysis. Journal of Personality & Social Psychology,70(3), 461-475.

Elliot, A. J., & Mcgregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality & Social Psychology,76(4), 628-644.

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology,80(3), 501-519.

Elliott, E. S., & Dweck, C. S. (1988). Goals:An approach to motivation and achievement. Journal of Personality & Social Psychology,54(1), 5-12.

Ferrell, A. (2012). Classroom social environments, motivational beliefs, and student engagement. Available from ProQuest Dissertations & Theses Global A&I:The Humanities and Social Sciences Collection.

Finn, J. D., & Zimmer, K. (2012). Student engagement:What is it and why does it matter? In S. Christenson, A. L. Reschy, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97-131). New York:Springer

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement:Potential of the concept, state of the evidence. Review of educational research,74(1), 59-109.

Fredricks, J. A., Wang, M.-T., Schall Linn, J., Hofkens, T. L., Sung, H., Parr, A., et al. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction,43, 5-15.

González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class:Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences,45, 214-221.

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement:Contributions of classroom perceptions and motivation. Contemporary Educational Psychology,29(4), 462-482.

Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination:A mediational analysis. Learning and Individual Differences,19(1), 151-154.

Howell, A. J., & Watson, D. C. (2007). Procrastination:Associations with achievement goal orientation and learning strategies. Personality and Individual Differences,43(1), 167-178.

Jackson, T., Weiss, K., Lundquist, J., & Hooper, D. (2003). The impact of hope, procrastination, and social activity on academic performance of Midwestern college students. Education Indianapolis-Chula Vista,124(2), 310-320.

Kennedy, G. J. (2013). An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance. Social Psychology of Education,16(3), 435-470.

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance:A meta-analysis. Personality and Individual Differences,82, 26-33.

Lau, S., Liem, A. D., & Nie, Y. (2008). Task-and self-related pathways to deep learning:The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology,78(4), 639-662.

Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality,20(4), 474-495.

Linnenbrink, E. A., & Pintrich, P. R. (2000). Chapter 8-Multiple pathways to learning and achievement:The role of goal orientation in fostering adaptive motivation, affect, and cognition A2-Sansone, Carol. In J. M. Harackiewicz (Ed.), Intrinsic and Extrinsic Motivation (pp. 195-227). San Diego:Academic Press.

Maehr, M. L., & Zusho, A. (2009). Achievement goal theory:The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77-104). New York:Routledge.

Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2015). Attachment to the mother and achievement goal orientations at the beginning of middle school:The mediating role of academic competence and anxiety. Learning and Individual Differences,39, 39-48.

Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation:A qualitative study of university students. Journal of Educational Psychology,95(3), 617-628.

McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology,94(2), 381-395.

Mih, V., Mih, C., & Drago?, V. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. Procedia-Social and Behavioral Sciences,209, 329-336.

Owens, A. M., & Newbegin, I. (1997). Procrastination in high school achievement:A causal structural model. Journal of Social Behavior & Personality,12(4), 869-887.

Paola, M. D., & Scoppa, V. (2015). Procrastination, academic success and the effectiveness of a remedial program. Journal of Economic Behavior & Organization,115, 217-236.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions:A theoretical model and prospective test. Journal of Educational Psychology,98(3), 583-597.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research. Educational psychologist,37(2), 91-105.

Rimm-kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T. (2014). To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning?. Journal of Educational Psychology,107(1), 170-185.

Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology,5(3), 45-63.

Rothblum, E. D. (1990). Fear of failure. In Handbook of social and evaluation anxiety (pp. 497-537). Springer US.

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout:A two sample confirmatory factor analytic approach. Journal of Happiness studies,3(1), 71-92.

Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities:Avoidance motivation?. International Journal of Educational Research,39(4), 497-517.

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination:Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology,31(4), 504-510.

Soysa, C. K., & Weiss, A. (2014). Mediating perceived parenting styles-test anxiety relationships:Academic procrastination and maladaptive perfectionism. Learning and Individual Differences,34(3), 77-85.

Stan, A., & Oprea, C. (2015). Test anxiety and achievement goal orientations of students at a Romanian university. Procedia-Social and Behavioral Sciences,180, 1673-1679.

Steel, P. (2007). The nature of procrastination:A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin,133(1), 65-94.

Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2013). Development and validation of a 2×2 model of time-related academic behavior:Procrastination and timely engagement. Learning and Individual Differences,25, 35-44.

Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education,31(4), 557-577.

Taylor, A. B., Mackinnon, D. P., & Tein, J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods,11(2), 241-269.

Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health:The costs and benefits of dawdling. Psychological Science,8(6), 454-458.

Vernon, A. (2002). What works when with children and adolescents. A handbook of individual counseling techniques. Champaign, IL:Research Press.

Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences,16(1), 1-12.

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales:Scale development, validation, and psychometric properties. Learning and Instruction,43, 16-26.

Zeidner, M. (2014). Anxiety in education. In R. Pekrun, & L. Linnembrink-García (Eds.). International handbook of emotions in education (pp. 265-288). New York:Routledge.

方杰, 温忠麟, 张敏强, 孙配贞. (2014). 基于结构方程模型的多重中介效应分析. 心理科学,37(3), 735-741.

蒋京川. (2004).成就目标定向与班级动机氛围、学习策略、学业成绩的关系研究(硕士学位论文). 华中师范大学,武汉.

李晓东, 袁冬华. (2004). 内隐自尊与外显自尊对自我妨碍的影响.心理科学,27(6), 1337-1339.

刘惠军, 郭德俊, 李宏利, 高培霞. (2006). 成就目标定向、测验焦虑与工作记忆的关系.心理学报,38(2), 254-261.

王燕春, 杨宏飞. (2013). 完美主义与学业自我妨碍、考试焦虑的关系.中国临床心理学杂志,21(4), 672-674.

胥兴春. (2003). 数学学习困难及其心理分析.中国特殊教育(3), 52-55.

杨丽, 何炎芬, 毛晋平. (2007). 自尊、成就目标与高中生自我妨碍的关系.中国临床心理学杂志,15(4), 395-396.

周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法.心理科学进展,12(6), 942-950.

周琰, 谭顶良. (2010). 初中数优生、数困生的数学学习投入研究.中国特殊教育(12), 53-57.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	张鹏程, 李喜, 韩午阳, 沈永江. 睡眠不足对中小学生负性情绪的影响:一个链式中介模型[J]. 心理发展与教育, 2023, 39(3): 402-409.
[2]	岳鹏飞, 张嘉鑫, 白学军. 生活事件与中学生学业拖延:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 228-235.
[3]	刘志国, 齐冰, 李亚平, 王润洲, 崔佳, 宋耀武. 成就目标定向在学业自我概念与学业成绩关系中的调节作用:基于内/外参照模型[J]. 心理发展与教育, 2023, 39(1): 68-76.
[4]	李继娜, 王玮玮, 张维军, 屈智勇. 累积创伤对儿童复杂性创伤后应激障碍的影响：经验回避与消极认知情绪调节策略的中介作用[J]. 心理发展与教育, 2022, 38(5): 683-691.
[5]	汪玥, 张豹, 周晖. 中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用[J]. 心理发展与教育, 2022, 38(5): 692-702.
[6]	薛笑然, 黄碧娟, 李红霞, 赵晓萌, 司继伟. 小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用[J]. 心理发展与教育, 2022, 38(4): 520-529.
[7]	吴甲旺, 李红霞, 司继伟. 小学低年级儿童的计算流畅性与数学焦虑:基于变量为中心与个体为中心的分析[J]. 心理发展与教育, 2022, 38(1): 72-80.
[8]	沈怡佳, 张国华, 何健康, 罗丽兰, 韩锦涛, 江波. 父母学习陪伴与小学生学业不良的关系:亲子学业沟通的中介作用和学习负担的调节作用[J]. 心理发展与教育, 2021, 37(6): 826-833.
[9]	赵晓萌, 张傲雪, 张明亮, 李红霞, 司继伟. 父母教育卷入与小学儿童数学焦虑的纵向联系:数学态度的中介作用[J]. 心理发展与教育, 2021, 37(5): 683-690.
[10]	贾绪计, 蔡林, 林琳, 林崇德. 高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用[J]. 心理发展与教育, 2020, 36(6): 700-707.
[11]	官冬晓, 艾继如, 黄碧娟, 崔爽, 司继伟. 数学焦虑影响儿童的数量表征:认知抑制的调节作用[J]. 心理发展与教育, 2020, 36(1): 10-18.
[12]	高雯, 朱进慧, 方臻. 父亲参与教养对小学生攻击行为的影响:母亲育儿压力的部分中介效应[J]. 心理发展与教育, 2020, 36(1): 84-93.
[13]	李红霞, 张佳佳, 赵霞, 司继伟, 黄碧娟. 大学生认识论信念、自我调节学习与学业拖延的联系:有调节的中介模型[J]. 心理发展与教育, 2019, 35(5): 557-565.
[14]	郭筱琳, 何苏日那, 秦欢, 刘春晖, 罗良. 亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用[J]. 心理发展与教育, 2019, 35(4): 467-477.
[15]	蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. 高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用[J]. 心理发展与教育, 2019, 35(1): 48-56.