成败情境下不同成就目标取向学生业绩表现的差异

摘要/Abstract

摘要： 以五、六年级小学生为被试,在设置成功与失败的情境下,考察不同成就目标取向学生业绩表现的差异。结果发现:(1)在两种情境下,掌握目标取向的学生有最高的业绩表现,失败情境下的业绩表现高于成功情境;(2)成绩接近目标取向的学生,在失败情境下的业绩表现与成功情境无显著差异,在成功情境下的业绩表现略高于成绩回避目标取向的学生,失败情境下的业绩表现高于成绩回避目标取向的学生。(3)成绩回避目标取向的学生在失败情境下的业绩表现显著低于成功情境。

关键词: 成就目标, 成功情境, 失败情境, 业绩表现

Abstract: This study adopted a 3×2×2 design,using 213 Chinese primary students at Grade Five and Six as subjects,and investigated the different achievement goal's influence on performance between failure condition and success condition which were manipulated by instruction.The results showed that:(1)The students of mastery goal reported the highest performance in both conditions among three groups.The performance under failure condition was higher than that under success condition;(2)The difference of the performance-approach students'performance was no significant between two conditions.Performance-approach goal students reported higher level of performance in failure condition than performance-avoidance goal students,The performance of performance-approach students was slightly higher than performance-avoidance students in success condition;(3)Compared with that under success condition,the performance-avoidance students reported lower performance.

Key words: achievement goal, success condition, failure condition, performance

中图分类号:

B844.1

刘晓明, 王艳梅. 成败情境下不同成就目标取向学生业绩表现的差异[J]. 心理发展与教育, 2003, 19(4): 57-61.

LIU Xiao-ming, WANG Yan-mei. The Relation Between Achievement Goal Orientation and Performance Under Success or Failure Condition[J]. Psychological Development and Education, 2003, 19(4): 57-61.

参考文献

[1] 王文忠.学生成就动机研究新发展.心理科学,1991,14(5):43-47.
[2] Meece J L, Holt K. A Pattern Analysis of Students' Achievement Goals. Journal of Educational Psychology. 1993,85(4):582-590.
[3] Pokay R, Blumenfeld P C. Predicting achievement early and late in the semester: the role of motivation and use of learning strategies.Journal of Educational Psychology. 1990.82:41-50.
[4] Schunk D H. Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal.1996,33:359-382.
[5] 梁海梅,郭德俊,张贵良.成就目标对青少年成就动机和学业成就影响的研究.心理科学,1998,(21):332-335.
[6] Harackiewicz J M, Banrron K E, Tauer J M, Carter S M, Elliot A J. Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology.2000,92:316-330.
[7] Elliot E S, Chunk MA. A Hierachical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology. 1997,72:218-232.
[8] Elliot A J, McGregor H A, Gable S. Achievement Goals,Study Strategies, and Exam Pedormance:A mediational Analysis. Journal of Educational Psychology. 1999,91 (3): 549-563.
[9] Church M A, Elliot A J, Gable S L. Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcome. Journal of Educational Psychology. 2001,93(1):43-54.
[10] 马庆霞,郭德俊.掌握目标与成绩目标对中学生动机模式的影响.北京师范大学学报,1996,(1):14-21.
[11] 杨长君.成就目标、社会目标与学业成绩的关系研究.东北师范大学硕士论文,2001.
[12] Elliot A, Harackiewicz J. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology. 1996, 70(3): 628-644.
[13] Harackiewicz J M. Rethinking achievement goas: When are the adaptive for college students and why? Educational Psychology. 1998,33: 1-21.
[14] Spinath B, Stiensmeier-Pelster J. Goal orientation and achievement: the role of ability-concept and failure perception. Learning and Instruction. 2002. Article In Press.
[15] Dweck C S, Lesgett E L. A social-cognitive approach to motivation and personality. Psychological Review. 1988,95: 256-273.
[16] Bouffard T, Vezeau C. A developmental study of the relation between combined learning and performance among college students' selfregulated learning. British Journal of Educational Psychology. 1998,68:309-319.
[17] Ames. Classrooms: goals, structures, and student motivation.Journal of Educational Psychology. 1992,84:261-271.

相关文章 13

[1]	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.
[2]	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.
[3]	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.
[4]	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.
[5]	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.
[6]	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.
[7]	张敏. 教师成就目标的测量及其与学校目标结构的关系[J]. 心理发展与教育, 2010, 26(2): 189-196.
[8]	蒋京川, 刘华山. 中学生成就目标定向与学习策略、学业成绩的关系研究[J]. 心理发展与教育, 2005, 21(2): 56-61.
[9]	刘惠军, 郭德俊. 考前焦虑、成就目标和考试成绩关系的研究[J]. 心理发展与教育, 2003, 18(2): 64-68.
[10]	李燕平, 郭德俊. 课堂环境目标影响学生成就目标的实验研究[J]. 心理发展与教育, 2002, 18(4): 56-60.
[11]	连榕, 石伟, 孟迎芳. 高中生成就目标倾向与心理健康状态关系的研究[J]. 心理发展与教育, 2002, 18(1): 67-70.
[12]	王振宏. 初中学生学业自我效能与学业成就关系研究[J]. 心理发展与教育, 1999, 15(1): 39-43.
[13]	宋剑辉, 郭德俊. 成就动机、成就目标与学业冒险行为关系的研究[J]. 心理发展与教育, 1998, 14(3): 5-9.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed