成就动机四分结构的验证及其特点研究

发布时间：2018-04-09 22:25

本文选题：成就动机　切入点：四分结构　出处：《东北师范大学》2017年硕士论文

【摘要】：在成就动机的理论中,早期McClelland提出了二类成就动机,分别是追求成功和逃避失败,之后Atkinson结合了Lewin和McClelland的理论形成了成就动机理论,提出了追求成功和回避失败的关系结构,二者决定了个体的成就行为。在Atkinson的理论里,追求成功和回避失败两种取向彼此正交,可形成2×2四种类型,Covington根据先前的理论基础提出了成就动机的四分结构,分别是乐观型(高追求成功低回避失败)、过分努力型(高追求成功高回避失败)、失败接受型(低追求成功低回避失败)和自我保护型(低追求成功高回避失败),虽然成就动机的四分结构在国外已经被多次验证,但仍然缺少在东方学业情境中的验证研究。在成就动机与其他学业相关变量的研究方面,已有研究结果表明成就动机与学业自我效能感、自我妨碍、防御性悲观以及考试焦虑存在显著相关,但是梳理先前研究结果可以发现,对成就动机的相关研究更多的是程度上的相关,较少的研究探讨成就动机的四分结构的四种类型与学业自我效能感、自我妨碍、防御性悲观和考试焦虑之间的关系。据此,本研究通过对780名高中生进行问卷施测,使用以被试为中心的研究方法,通过聚类分析和逻辑回归,对成就动机的四分结构进行验证,并且探索成就动机四分结构与学业自我效能感、自我妨碍、防御性悲观、考试焦虑以及学业成就的关系。研究共有以下几点结论:(1)验证结果表明成就动机四分结构划分合理,四种类型分别是乐观型(15.8%)、过分努力型(27.7%)、失败接受型(24.8%)和自我保护型(31.6%)。(2)乐观型的学生具有较高水平的学业自我效能感、较少使用自我妨碍和防御性悲观策略、考试焦虑较少,过分努力型的学生自我效能感水平相对较高、使用较多的自我妨碍和防御性悲观策略、考试焦虑水平较高,自我保护型的学生学业自我效能感较低,自我妨碍以及防御性悲观策略使用较为多,考试焦虑程度较高。失败接受型的学生,他们的学业自我效能感较低,自我妨碍和防御性悲观策略使用较少。(3)学业自我效能感、考试焦虑与成就动机类型的关系更为密切。在控制其他变量的情况下,四种成就动机类型中,学业自我效能感水平较高、考试焦虑水平较低的学生更有可能是乐观型的学生,考试焦虑水平较高的学生更有可能是自我保护型。
[Abstract]:In the theory of achievement motivation, early McClelland put forward two kinds of achievement motivation, namely, pursuing success and avoiding failure, then Atkinson combined the theory of Lewin and McClelland to form the theory of achievement motivation, and put forward the relationship structure between pursuing success and avoiding failure.Both determine individual achievement behavior.In Atkinson's theory, the two orientations of pursuing success and avoiding failure are orthogonal to each other, which can form 2 脳 2 four types of Covington's quaternary structure of achievement motivation according to the previous theoretical basis.They are optimistic type (high pursuit success, low avoidance failure), excessive effort type (high pursuit success, high avoidance failure, failure acceptance type (low pursuit success, low avoidance failure) and self-protection type (low pursuit success and high avoidance failure).Although the quaternary structure of achievement motivation has been verified many times abroad,However, there is still a lack of empirical research in the Eastern academic context.In terms of achievement motivation and other academically related variables, there are significant correlations between achievement motivation and academic self-efficacy, self-handicap, defensive pessimism and test anxiety.However, by combing the results of previous studies, we can find that the related studies on achievement motivation are more related to degree, and fewer studies have explored the four types of quaternary structure of achievement motivation and academic self-efficacy, self-handicapping.The relationship between defensive pessimism and test anxiety.On the basis of this, the quaternary structure of achievement motivation was verified by cluster analysis and logical regression through the questionnaire survey of 780 senior high school students.The relationship between the quaternary structure of achievement motivation and academic self-efficacy, self-handicap, defensive pessimism, test anxiety and academic achievement was explored.The results show that the quadrilateral structure of achievement motivation is reasonable.The four types of students are optimistic students with a higher level of academic self-efficacy, less use of self-handicapping and defensive pessimism, and less test anxiety, and a self-protective type of students with a higher level of academic self-efficacy, an overworked type of 27.7am and a failure type of 24.80.The students of the four types have a higher level of academic self-efficacy, less use of self-handicapping and defensive pessimism, and less anxiety in examinations.The level of self-efficacy of overworked students was higher than that of self-protective students. The students who used more self-handicapping and defensive pessimistic strategies had a higher level of test anxiety, and the self-protective students had a lower sense of academic self-efficacy.Self-handicapping and defensive pessimism are more frequently used and test anxiety is higher.Students with failure and acceptance had lower sense of academic self-efficacy, less self-handicapping and defensive pessimism, and more closely related to the type of achievement motivation.Among the four achievement motivation types, students with higher level of academic self-efficacy and lower level of test anxiety were more likely to be optimistic students.Students with higher test anxiety are more likely to be self-protective.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848;G444

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