蒙古族大学生归因方式、学习动机与学习成绩的关系研究

发布时间：2018-05-13 05:40

本文选题：蒙古族大学生 + 归因方式　；参考：《内蒙古师范大学》2011年硕士论文

【摘要】：随着社会.的发展,教育制度的改革,尤其自从高校开始不断大量扩招以来,大学生的整体素质有了很大的改变,有了很大的层次性,大量的研究都表明,现如今当代大学生的学习动机水平不高的现象,对蒙古族大学生而言,也是如此。其中影响这种结果的因素有很多,可能是内部因素的影响较大,也可能是外部的因素的影响较大,也可能是几种因素综合作用的结果。一切外部因素都是通过内部因素来影响行为结果的。学习动机和归因方式都是个体的认知范畴。笔者欲通过本研究来探索,当代蒙古族大学生的学习动机水平和归因方式特点及其对蒙古族大学生的学习成绩的关系进行探索和分析,最后在教育领域,起到根据学生的认知特点进行教育和引导,最后达到使大学生主动学习、热爱学习,从而提高他们的学习成绩,提高解决问题的能力的目的。通过本次对内蒙古农业大学的445名蒙古族大学生的学习动机和归因方式和学习成绩的测量,经过数据分析得到的结论如下： (1)蒙古族大学生的学习成绩在班级学风上有显著的差异性。在学习动机的4个维度上,在不同的专业、志向类型、班级同学关系、家庭氛围、班级学风间有显著的差异性。在归因方式的8个维度上,在不同的性别、专业、年级、是否独生子女、家庭经济状况、志向类型、班级学风、父母期望间有显著的差异性。 (2)蒙古族大学生的学习动机的总体水平较低。在学习动机的4个维度上的得分从高到低依次为：能力追求、利他取向、求知兴趣、声誉获取。能力追求、利他取向、求知兴趣与蒙古族大学生的学习成绩呈显著的正相关。学习成绩较好的蒙古族大学生学生在这三个维度上的得分比学习成绩较差的蒙古族大学生的得分较高。 (3)从归因的总体上,蒙古族大学生倾向于把学习成败的原因归结为,个人的内控性因素上,而是外空性因素上。在归因方式的8个维度上的得分从高到低依次为：成功努力、失败努力、成功能力、失败能力、成功背景、成功运气、失败背景、失败运气。学习成绩较好的蒙古族大学生倾向于把学习成败归因于成功努力、失败努力、失败能力、成功能力、成功背景上,而学习成绩较差的蒙古族大学生倾向于把学习成败的原因归结为,成功运气和失败运气上。 (4)蒙古族大学生的学习动机对学习成绩没有预测作用,归因方式对学习成绩有显著的预测作用。
[Abstract]:With the development of the society and the reform of the educational system, the overall quality of the college students has been greatly changed since the colleges and universities began to expand a large number of enrollment. A large number of studies have shown that the learning motivation level of contemporary college students is not high, which is also the case for the Mongolian College Students. There are many factors affecting this result, which may be the influence of internal factors, the influence of external factors and the results of several factors. All external factors affect the result of behavior through internal factors. The learning motivation and the way of attribution are all cognitive categories of the individual. In this study, we explore the characteristics of the learning motivation level and attribution style of the contemporary Mongolian College Students and their relationship to the academic achievements of the Mongolian College Students. Finally, in the field of education, the students are taught and guided according to the cognitive characteristics of the students. Finally, the students will learn actively and love their learning. Through the survey of 445 Mongolian College Students in Inner Mongolia Agricultural University, the results of the data analysis are as follows:
(1) there are significant differences in academic achievements of Mongolian College Students. On the 4 dimensions of motivation, there are significant differences in different specialties, aspirations, classmate relations, family atmosphere and class style. On the 8 dimensions of attribution, different sex, specialty, grade, single child, family, and family are different. There are significant differences in economic status, aspiration type, class learning style and parental expectation.
(2) the overall level of learning motivation of Mongolian College students is low. In the 4 dimensions of learning motivation, the scores from high to low are the following: ability pursuit, altruistic orientation, interest seeking, reputation acquisition, ability pursuit, altruistic orientation, knowledge interest and academic achievement of Mongolian College Students. Mongolia The scores of college students in these three dimensions are higher than those of Mongolian students with poor academic achievement.
(3) from the overall attribution, the Mongolian College students tend to attribute the reasons of success or failure to the individual's internal control factors, but the outer space factors. In the 8 dimensions of the attribution, the scores from high to low are successively successful, failure, success, failure, success, success, failure, and failure. The Mongolian College Students with better grades are inclined to attribute their success to success, failure, failure, success, success and success, while the poor students tend to attribute the success or failure to successful luck and failure luck.
(4) the learning motivation of Mongolian College students has no predictive effect on academic performance, and attributional style has a significant predictive effect on academic performance.

【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】：2011
【分类号】：G442

【参考文献】