高职生学习成就动机、学业延迟满足与学业成绩的关系研究
发布时间：2019-06-05 17:17
【摘要】：学习成就动机是驱使和激发学习者进行学习活动，并力求获得学业技能，影响人们的思想意识和学习行为的动力，学业延迟满足是学生为了追求更有价值的长远学习目标而推迟即时满足冲动的机会的倾向，学习成就动机、学业延迟满足与学业成绩密切相关，是影响学业成绩的重要因素。本研究以高职生为研究对象，通过调查问卷的方法，考察高职生学习成就动机、学业延迟满足和学业成绩现状及差异情况，探讨三者之间的关系和学习成就动机、学业延迟满足对学业成绩的影响作用，研究结果表明： 第一，高职生的学习成就动机整体水平不高，个我取向学习成就动机高于社会取向学习成就动机。独生子女和非独生子女在学习成就动机、个我取向学习成就动机维度上存在显著差异，，非独生子女的得分高于独生子女；不同户口所在地的高职生在学习成就动机、社会取向学习成就动机和个我取向学习成就动机维度上存在显著差异，来自农村的高职生的得分均高于来自城镇的高职生；不同家庭提供月生活费的高职生在学习成就动机和社会取向学习成就动机维度上存在显著差异，且高职生的学习成就动机、社会取向学习成就动机和个我取向学习成就动机有随着生活费的增加而下降的趋势；母亲学历水平不同的高职生在个我取向学习成就动机维度上存在显著差异。 第二，高职生的学业延迟满足能力总体不高。不同性别的高职生在学业延迟满足上存在显著的差异，女生的得分高于男生；不同专业高职生在学业延迟满足上存在显著差异，文科专业高职生的得分高于理科专业高职生；独生子女和非独生子女在学业延迟满足上存在显著差异，非独生子女的得分高于独生子女；不同户口所在地的高职生在学业延迟满足上存在显著差异，来自农村的高职生的得分高于来自城镇的高职生；不同家庭月收入的高职生在学业延迟满足上存在显著差异，且高职生的学业延迟满足有随着家庭月收入的增加而下降的趋势；不同家庭提供月生活费的高职生在学业延迟满足上存在显著差异，且高职生的学业延迟满足有随着生活费的增加而下降的趋势；母亲学历水平不同的高职生在学业延迟满足上存在显著差异，且高职生的学业延迟满足有随着母亲学历水平的提高而下降的趋势。 第三，高职生学习成就动机及其各维度（社会取向学习成就动机维度和个我取向学习成就动机维度）、学业延迟满足和学业成绩及其各维度（公共课成绩维度、专业基础课成绩维度和专业技能课成绩维度）均呈显著正相关。 第四，个我取向学习成就动机对学业延迟满足、平均学分绩点均具有正向预测作用；学业延迟满足对学习成就动机、平均学分绩点均具有正向预测作用；个我取向学习成就动机、学业延迟满足共同对平均学分绩点具有正向预测作用；学业延迟满足与平均学分绩点共同对学习成就动机具有正向预测作用。学习成就动机、学业延迟满足和学业成绩三者间是相互影响的。 通过本研究的探讨，可以为高职生这一特殊群体教育教学方面的理论研究提供参考，同时也可以给我国高职生学习成就动机、学业延迟满足能力培养工作提出可行的建议。在研究的基础上，从学习成就动机与学业延迟满足能力两个维度，提出有利于提高高职生学业成绩的教育对策。
[Abstract]:The motivation of learning achievement is to drive and motivate the learners to carry out the learning activities, and to seek the learning skills, and to influence the power of the people's ideological and learning behavior. The satisfaction of academic delay is the tendency of the students to delay the opportunity to meet the impulse in the long-term learning goal of higher value, to study the achievement motivation, to meet the academic delay and to be closely related to the academic achievement, and to be an important factor in the achievement of the academic achievement. This study is based on the study of the students' learning achievement motivation, the academic delay and the current situation and the difference of the academic achievement, and discusses the relationship between the three factors and the learning achievement motivation, and the academic delay meets the effect on the academic achievement. The results show that: First, the overall level of the students' learning achievement motivation is not high, and the achievement motivation of the learning achievement in my orientation is higher than that of the social orientation learning achievement. Only the one-child and non-one-child have a significant difference in the learning achievement motivation. The score of non-one-child is higher than that of the one-child. The students in different accounts are in learning achievement. There are significant differences in the machine, the social orientation learning achievement motivation and the achievement motive dimension of my orientation study, and the scores of the students from the rural areas are higher than the higher vocational education from the town Students who live in different families have a significant difference in the learning achievement motivation and the social orientation learning achievement motivation dimension, and the students' learning achievements The machine, the social orientation study achievement motive and the one of my orientation study achievement motivation have the tendency to decrease with the increase of living expenses; the difference in the mother's degree of education is a significant difference in the dimension of the self-oriented learning achievement motivation I. Second, the student's academic delay meets the total capacity. The body is not high. The students of different sexes have a significant difference in the satisfaction of the academic delay. The scores of the female students are higher than that of the boys. There is a significant difference in the satisfaction of the academic delay, and the score of the students in the liberal arts is higher than that of the science of science. The only one-child and non-one-child have a significant difference in academic delay, and the score of non-one-child is higher than that of the one-child. The students from different residence sites have a significant difference in their academic delay, and the students from the rural areas have a higher score than those from the town. Students with different family-month income have a significant difference in their academic delay, and the students' academic delay is satisfied with the trend of decreasing with the increase of the monthly income of the family; the students who have the monthly living expenses for different families have a significant difference in their academic delay The difference is that the student's academic delay is satisfied with the trend of the decrease with the increase of living expenses; the difference in the degree of the mother's degree of education has a marked difference in the satisfaction of the academic delay, and the academic delay of the students is satisfied with the improvement of the level of the mother's degree of education The trend of the third and the second-generation learning achievement motivation and its dimensions (the dimension of the achievement motivation of the social orientation, the dimension of the achievement motivation of learning achievement, the dimension of the achievement motivation of the learning achievement, the satisfaction of the academic delay and the academic achievement and its dimensions (public The course achievement dimension, the professional basic course achievement dimension and the professional skill class achievement dimension) are all in the form of There is a significant positive correlation. The fourth, I-oriented learning achievement motivation is satisfied with the academic delay, and the average point of achievement has a positive predictive function; the academic delay meets the motivation of learning achievement, and the average point of achievement has a positive predictive function; I take it. The learning achievement motivation and the academic delay meet the common expectation that the average point of achievement has a positive predictive function; the academic delay meets the average point of credit achievement, and the learning achievement motivation tool There is a positive predictive role. Learning achievement motivation, academic delay and academic achievement Through the discussion of this study, we can provide reference for the theoretical research of the special group education teaching of the students, and can also give the students the achievement motivation, the academic delay and the ability training. On the basis of the study, from the two dimensions of learning achievement motivation and academic delay, this paper puts forward that it is beneficial to improve the students' life.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2
本文编号：2493691
[Abstract]:The motivation of learning achievement is to drive and motivate the learners to carry out the learning activities, and to seek the learning skills, and to influence the power of the people's ideological and learning behavior. The satisfaction of academic delay is the tendency of the students to delay the opportunity to meet the impulse in the long-term learning goal of higher value, to study the achievement motivation, to meet the academic delay and to be closely related to the academic achievement, and to be an important factor in the achievement of the academic achievement. This study is based on the study of the students' learning achievement motivation, the academic delay and the current situation and the difference of the academic achievement, and discusses the relationship between the three factors and the learning achievement motivation, and the academic delay meets the effect on the academic achievement. The results show that: First, the overall level of the students' learning achievement motivation is not high, and the achievement motivation of the learning achievement in my orientation is higher than that of the social orientation learning achievement. Only the one-child and non-one-child have a significant difference in the learning achievement motivation. The score of non-one-child is higher than that of the one-child. The students in different accounts are in learning achievement. There are significant differences in the machine, the social orientation learning achievement motivation and the achievement motive dimension of my orientation study, and the scores of the students from the rural areas are higher than the higher vocational education from the town Students who live in different families have a significant difference in the learning achievement motivation and the social orientation learning achievement motivation dimension, and the students' learning achievements The machine, the social orientation study achievement motive and the one of my orientation study achievement motivation have the tendency to decrease with the increase of living expenses; the difference in the mother's degree of education is a significant difference in the dimension of the self-oriented learning achievement motivation I. Second, the student's academic delay meets the total capacity. The body is not high. The students of different sexes have a significant difference in the satisfaction of the academic delay. The scores of the female students are higher than that of the boys. There is a significant difference in the satisfaction of the academic delay, and the score of the students in the liberal arts is higher than that of the science of science. The only one-child and non-one-child have a significant difference in academic delay, and the score of non-one-child is higher than that of the one-child. The students from different residence sites have a significant difference in their academic delay, and the students from the rural areas have a higher score than those from the town. Students with different family-month income have a significant difference in their academic delay, and the students' academic delay is satisfied with the trend of decreasing with the increase of the monthly income of the family; the students who have the monthly living expenses for different families have a significant difference in their academic delay The difference is that the student's academic delay is satisfied with the trend of the decrease with the increase of living expenses; the difference in the degree of the mother's degree of education has a marked difference in the satisfaction of the academic delay, and the academic delay of the students is satisfied with the improvement of the level of the mother's degree of education The trend of the third and the second-generation learning achievement motivation and its dimensions (the dimension of the achievement motivation of the social orientation, the dimension of the achievement motivation of learning achievement, the dimension of the achievement motivation of the learning achievement, the satisfaction of the academic delay and the academic achievement and its dimensions (public The course achievement dimension, the professional basic course achievement dimension and the professional skill class achievement dimension) are all in the form of There is a significant positive correlation. The fourth, I-oriented learning achievement motivation is satisfied with the academic delay, and the average point of achievement has a positive predictive function; the academic delay meets the motivation of learning achievement, and the average point of achievement has a positive predictive function; I take it. The learning achievement motivation and the academic delay meet the common expectation that the average point of achievement has a positive predictive function; the academic delay meets the average point of credit achievement, and the learning achievement motivation tool There is a positive predictive role. Learning achievement motivation, academic delay and academic achievement Through the discussion of this study, we can provide reference for the theoretical research of the special group education teaching of the students, and can also give the students the achievement motivation, the academic delay and the ability training. On the basis of the study, from the two dimensions of learning achievement motivation and academic delay, this paper puts forward that it is beneficial to improve the students' life.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2
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