大学生成就动机、成就目标定向、学业自我效能对成绩的影响模式探析

发布时间：2018-06-27 01:29

本文选题：成就动机 + 成就目标定向　；参考：《吉林大学》2012年博士论文

【摘要】：研究表明，非智力因素在大学生的学习活动中起着引导、控制、调节等作用。成就动机与自我效能感是影响大学生学习过程和学业成绩的重要的非智力因素，它们之间的关系从更深层的意义上反映了个体动机因素和认知因素之间的紧密联系。成就动机的研究一直是动机心理学研究的热点问题。随着研究的不断深入，研究者普遍认识到成就动机不但是个体的一种成就需要，而且还表现为对成功的期望和对目标的追求。于是，认知因素被引入到成就动机的研究中来，提出了成就目标定向理论，这一理论已成为近几年来成就动机研究的重点。影响学习成绩和学习效果的因素很多，其中自我效能是影响较大的因素之一。班杜拉的社会学习理论认为，自我效能感对行为的影响主要表现在行为选择、努力程度及坚持性、应对方式及情绪反应上。以往对于两者的关系及对学习的影响的研究比较零散，结论也比较不一致。因此，研究对这些结果进行总结和整合，以大学生群体为研究对象，试图提出一个描述成就动机、学业自我效能对学业成绩的影响的比较合理的理论模型。总体来说，研究共分为理论综述和实证研究两大部分。理论和文献综述主要梳理了成就动机、成就目标定向、学业自我效能的概念、理论发展、测量方法及相关研究等，为提出理论假设提供研究基础。在此基础上，实证部分详细分析了大学生在成就动机、成就目标定向、学业自我效能、学业成绩方面的特点和差异，进一步总结分析了个体的成就动机、成就目标定向、学业自我效能对学业成绩的影响可能存在的几种模式，，并对比分析各种模式的合理性和解释力。经过理论和实证研究，得出以下主要结论：（1）通过对成就动机、成就目标定向、学业自我效能的量表的检验和修订发现：成就目标定向问卷具有良好的信度和可靠性；修订后的成就动机和学业自我效能量表具有较好的信度和效度，可作为实证研究的有效测量工具。（2）通过对大学生的成就动机、成就目标定向、学业自我效能与学业成绩的特点的考察发现：大学生性别、生源、专业、年级在成就动机上的差异均不显著；在成就目标定向上有显著的性别差异、专业差异和年级差异；在学业自我效能上存在显著的性别差异和专业差异；在学业成绩上具有显著的性别差异和生源差异；大学生成就动机、学业自我效能、学业成绩在成就目标定向类型间的差异显著。（3）研究系统考察了大学生成就动机、成就目标定向、学业自我效能和学业成绩的关系，结果发现：大学生成就动机与掌握目标定向存在显著的正相关，与学业自我效能存在显著的正相关；大学生掌握目标定向与学业自我效能存在显著的正相关，大学生成绩目标定向与学业自我效能存在显著的正相关，大学生成就目标定向的两个维度即掌握目标定向与成绩目标定向之间存在显著的正相关；大学生学业成绩与掌握目标定向存在显著的正相关，与学业自我效能存在显著的正相关。（4）经回归分析对大学生成就动机、成就目标定向、学业自我效能与学业成绩的线性关系模型进行检验，结果显示成就动机、掌握目标定向、成绩目标定向对学业成绩作用均不显著，学业自我效能对学业成绩有显著的正向作用。（5）经回归分析，对学业自我效能的中介效应模型进行检验发现，大学生学业自我效能在掌握目标定向和学业成绩之间起完全中介作用。（6）经回归分析，对学业自我效能的调节效应模型进行检验发现，大学生学业自我效能对成就动机与学业成绩之间的关系有正向调节作用，学业自我效能对掌握目标定向与学业成绩的关系有正向调节作用，对成绩目标与学业成绩之间的关系没有调节作用。（7）经过对三种理论模型的解释力比较发现，学业自我效能的调节作用模型能够比较全面的说明大学生成就动机、成就目标定向和学业自我效能对学业成绩的影响模式，模型的解释力更强，因而更为合理。最后，在总结中，对研究的结论进行了总结和分析，指出了研究的创新之处和不足。在此基础上，根据本研究的结果对教育实践提出了意见和建议，并提出了今后的研究方向。总之，希望通过研究对动机和认知等非智力因素的理论研究方面提供一个新的视角，对大学学校教育和心理辅导提供更多的实践参考。
[Abstract]:The study shows that non intellectual factors play the role of guidance, control and regulation in college students' learning activities. Achievement motivation and self-efficacy are important non intellectual factors affecting the learning process and academic performance of college students. The relationship between them reflects the close relationship between individual motivation factors and cognitive factors in a deeper sense. The research of achievement motivation has always been a hot issue in the research of motivation psychology. With the deepening of the research, researchers generally recognize that achievement motivation is not only a kind of achievement needs of individual, but also the expectation of success and the pursuit of goal. The theory of achievement goal orientation has become the focus of achievement motivation research in recent years. There are many factors affecting learning achievement and learning effect, among which self-efficacy is one of the most influential factors. Bandura's social learning theory holds that the influence of self efficacy on behavior is mainly manifested in behavior choice and degree of effort. The research on the relationship between the two and the influence on learning is scattered and the conclusion is not consistent. Therefore, the study is a summary and integration of these results, and the study of college students is the object of the study, and an attempt is made to describe the motivation of achievement and the effect of academic self-efficacy on academic achievement. A reasonable theoretical model of ringing.
In general, the research is divided into two parts: theoretical and empirical research. The theory and literature review mainly combed achievement motivation, achievement goal orientation, the concept of academic self-efficacy, theoretical development, measurement methods and related research, which provide the basis for the theoretical hypothesis. On this basis, the empirical part analyses the University in detail. The characteristics and differences of achievement motivation, achievement goal orientation, academic self-efficacy and academic achievement are further summed up and analyzed the possible existing modes of individual achievement motivation, achievement goal orientation, academic self-efficacy on academic achievement, and the rationality and explanatory power of the analysis of various models. The main conclusions of the study are as follows:
(1) through the test and revision of achievement motivation, achievement goal orientation and academic self-efficacy scale, the achievement goal orientation questionnaire has good reliability and reliability; the revised achievement motivation and academic self-efficacy scale have good reliability and validity, which can be used as an effective measurement tool for empirical research.
(2) through the study of College Students' achievement motivation, achievement goal orientation, academic self-efficacy and academic performance, it is found that there is no significant difference in achievement motivation between College Students' sex, students, majors and grades; there are significant gender differences, professional differences and grade differences in achievement goal orientation, and academic self-efficacy on academic self-efficacy. There are significant gender differences and professional differences; there are significant gender differences and differences in students' academic achievement, and the differences of achievement motivation, academic self-efficacy and academic achievement in achievement goal orientation are significant.
(3) the research system investigated the relationship between achievement motivation, achievement goal orientation, academic self-efficacy and academic achievement. The results showed that there was a significant positive correlation between achievement motivation and goal orientation, and significant positive correlation with academic self-efficacy, and significant students' goal orientation and academic self-efficacy were significant. There is a significant positive correlation between the goal orientation of College Students' achievement goals and academic self-efficacy. There are significant positive correlations between the two dimensions of goal orientation of College Students' achievement goal orientation and achievement goal orientation, and there is a significant positive correlation between academic achievement and goal orientation, and the existence of academic self-efficacy. Significant positive correlation.
(4) through regression analysis, the linear relationship model of achievement motivation, achievement goal orientation, academic self-efficacy and academic achievement was tested by regression analysis. The results showed that achievement motivation, goal orientation, achievement goal orientation had no significant effect on academic achievement, and academic self-efficacy had a significant positive effect on academic achievement.
(5) through the regression analysis, the test of the mediating effect model of academic self-efficacy shows that college students' academic self-efficacy plays a complete intermediary role in mastering the goal orientation and academic achievement.
(6) the regression analysis shows that academic self-efficacy has a positive regulating effect on the relationship between achievement motivation and academic achievement, and academic self-efficacy has a positive regulating effect on the relationship between goal orientation and academic achievement, and between achievement goal and academic achievement. Relationship does not regulate.
(7) through the comparison of the explanatory power of the three theoretical models, it is found that the model of academic self-efficacy is more fully explained by the model of achievement motivation, achievement goal orientation and academic self-efficacy on academic achievement, and the model has more explanatory power and more reasonable.
Finally, in the summary, the conclusion of the study is summarized and analyzed, and the innovation and deficiency of the research are pointed out. On this basis, suggestions and suggestions are put forward on the basis of the results of this study, and the future research direction is put forward. In conclusion, we hope to study the theoretical research of non intellectual factors such as motivation and cognition. It provides a new perspective to provide more practical reference for University School Education and psychological counseling.
【学位授予单位】：吉林大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.2

【引证文献】