积极归因训练对中职生学业成就动机的影响

发布时间：2018-05-20 11:27

本文选题：中职生 + 学业成就动机　；参考：《内蒙古师范大学》2013年硕士论文

【摘要】：学业成就动机,简言之就是推动中职生取得学业成功的内动力。有关研究表明：学业成就动机通过对学习的准备及时、注意集中、加强努力等因素作用，促使调节心理潜能，充分发挥认知能力，，推动中职生获得学业的成功。所以训练中职生学业成就积极归因，提高其学业成就动机水平，最终促进其学业成绩的提高。本研究以韦纳的归因理论为基础，抽取商都县职业技术学校的中职生作为研究对象，以中学生学习动机量表（MSMT）、多维度-多归因因果量表(MMCS)为研究工具以及对教师、中职生和家长进行访谈，采用了定性与定量相结合的研究方法，运用相关分析等统计方法分析了中职生学业成就归因，并对其进行积极归因训练，提高了中职生学业成就动机水平，同时也提高了中职生的学业成绩。发现： 1、中职生的学业成就动机与学业成绩成正相关。学业成就动机高的中职生的学业成绩普遍比学业成就动机低的中职生学业成绩高。 2、中职生对学业成就的归因得分由高到低依次为努力、运气、能力、情景。 3、实验班的中职生经过积极归因训练后，对学业成就的归因得分由高到低依次是努力、能力、运气、情景。正确引导中职生学业成就积极归因，归因训练提高学生的成就动机水平，可以提高他们的学业成绩。将学业成就动机不高的归因为能力不足的中职生，对学习的信心较弱。把学业成就动机不高的归因为运气不好的中职生，对未来学习的信心不足。将学业成就动机不高归因为情景的中职生，对未来学习的信心不足。
[Abstract]:Academic achievement motivation, in short, is the internal motivation for secondary vocational school students to achieve academic success. The relevant studies show that the motivation of academic achievement can promote the adjustment of psychological potential, give full play to cognitive ability and promote the success of secondary vocational school students through timely preparation for study, concentration of attention, and strengthening of efforts. Therefore, the secondary vocational students' academic achievement can be attributed positively, improve their academic achievement motivation level, and ultimately promote their academic achievement. Based on Weiner's attribution theory, this study selected secondary vocational students from Shangdu County Vocational and Technical School as the research objects, and used the Learning motivation scale (MSMTT), the Multidimensional multiple Attribution causality scale (MMCSS) as the research tool and teachers. The secondary vocational students and their parents were interviewed, the qualitative and quantitative methods were used to analyze the attribution of secondary vocational students' academic achievement, and the positive attribution training was carried out. At the same time, it also improves the academic achievement of secondary vocational school students. Found: 1. The motivation of secondary vocational school students' academic achievement is positively related to their academic achievement. Secondary vocational students with high motivation of academic achievement generally have higher academic achievement than those with low motivation of academic achievement. 2. The attribution scores of secondary vocational school students from high to low are effort, luck, ability and situation. 3. After positive attribution training, the attribution scores of secondary vocational students in the experimental class from high to low are effort, ability, luck and situation. To correctly guide the secondary vocational students' positive attribution of academic achievement and to improve the students' achievement motivation can improve their academic achievement. The low motivation of academic achievement is attributed to the lack of ability of the secondary vocational students, less confidence in learning. Low motivation for academic achievement is attributed to bad luck secondary vocational students, lack of confidence in future learning. The secondary vocational students who attribute their academic achievement motivation to the situation lack confidence in their future study.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G442;G715.5

【参考文献】