欠发达地区若干高校教师成就动机及其与归因特点的关系

发布时间：2018-03-04 18:05

本文选题：成就动机　切入点：归因　出处：《华东师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 高校教师的工作性质和角色直接影响到人才培养质量的高低和高等教育的发展,同时又由于人才培养的过程与机制与物质生产有很大的不同,这要求教育管理者必须根据教师的性别、年龄、学历职称、需要结构等各方面的因素实施有针对性的办法,根据不同实施不同的管理方法,激发教师工作热情和教育科研能力。而要加强高校内涵建设,实施内部管理体制改革,充分发掘高校人力资源——高校教师的潜力,实现高等学校健康、快速、可持续的发展,就必须了解高校教师的心理规律。成就动机作为人的最重要的行为驱动力,不仅影响到人的行为效率,还影响到人的报负水平和成就大小等,鉴于此,本研究在我国的欠发达地区(以河南省为例),选取河南省的郑州、焦作、新乡选取223名高校教师为被试,采用问卷调查的方法进行,对高校老师的成就动机及其归因特点进行了深入而细致的探索。本研究采用的两个标准化量表是成就动机量表(AMS)和多维度——多归因因果量表(MMCS),最后运用SPSS 13.0统计软件和EXCEL对数据进行方差分析、相关分析、回归分析等统计和分析,得到如下结论： (1)不同年龄、职称、学历的欠发达地区高校教师在成就动机上存在显著性差异； (2)无论在成功情境下,还是在失败情境下,不同性别、年龄、职称、学历的欠发达地区高校教师在归因特点上不存在显著性差异； (3)在成功情境下,欠发达地区高校教师的内部归因与其成就动机、追求成功呈显著正相关；稳定归因与成就动机呈显著正相关；可控归因与避免失败的动机呈显著正相关；不可控归因与追求成功呈显著负相关。 (4)在失败情境下,欠发达地区高校教师的内部归因与其避免失败呈显著正相关；外部归因与成就动机呈显著负相关；稳定归因与成就动机呈显著正相关；不稳定归因与避免失败呈显著负相关；不可控归因与成就动机呈显著负相关。在文章的最后,笔者通过以上的结论,提出了改善高校教师成就动机的有针对性地策略建议。
[Abstract]:The nature and role of college teachers directly affect the quality of talent training and the development of higher education. At the same time, the process and mechanism of talent training and material production are very different. This requires education administrators to implement targeted approaches according to the teacher's gender, age, academic title, and structure, and to implement different management methods according to different factors. It is necessary to strengthen the connotation construction of colleges and universities, implement the reform of internal management system, fully explore the potential of human resources in colleges and universities, and realize the healthy, rapid and sustainable development of colleges and universities. It is necessary to understand the psychological law of university teachers. Achievement motivation, as the most important driving force of human behavior, not only affects the efficiency of human behavior, but also affects the negative level and achievement of people, etc., in view of this, This study was conducted in underdeveloped areas of China (Henan Province as an example, Zhengzhou, Jiaozuo, Henan Province, 223 university teachers in Xinxiang as subjects, and questionnaire survey method). The achievement motivation and attribution characteristics of college teachers are explored in depth and meticulous. The two standardized scales used in this study are achievement motivation scale (AMS) and multi-dimensional-multi-attribution causality scale (MMCSS). Finally, SPSS 13.0 statistics are used. Software and EXCEL are used to analyze the variance of the data. Correlation analysis, regression analysis and other statistics and analysis, draw the following conclusions:. (1) there are significant differences in achievement motivation among college teachers in underdeveloped regions with different ages, professional titles and academic qualifications; (2) there is no significant difference in the attribution characteristics of college teachers in underdeveloped regions with different gender, age, professional title and educational background, regardless of whether they are in the successful situation or in the failure situation; 3) in the successful situation, the internal attribution of college teachers in less developed areas is positively correlated with their achievement motivation, while the stable attribution is positively correlated with the achievement motivation, and the controllable attribution is positively correlated with the motivation to avoid failure. There is a significant negative correlation between uncontrollable attribution and the pursuit of success. 4) in the situation of failure, the internal attribution of college teachers in underdeveloped areas is positively correlated with their failure to avoid, the external attribution is negatively correlated with achievement motivation, and the stable attribution is positively correlated with achievement motivation. Unstable attribution has a significant negative correlation with avoidance failure, and uncontrollable attribution has a significant negative correlation with achievement motivation. At the end of the paper, the author puts forward some suggestions to improve college teachers' achievement motivation.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：B844.2;G645.5

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