学习动机、基本心理需求与学业成绩的关系：一项追踪研究

发布时间：2018-03-21 11:01

本文选题：学业成绩　切入点：学习动机　出处：《上海师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：目的：考察中国文化背景下,学生学习动机、基本心理需求与学业成绩之间的关系,并分析其中的心理机制。方法：使用学业自我调节量表与基本心理需求量表,对小学四年级到初中二年级550名儿童进行为期一年的追踪的研究,并进行交叉滞后回归分析,考察学习动机,基本心理需求与学业成绩的相互预测关系。结果：1)年级显著影响学生的学习动机,但性别的影响不显著；动机类型之间也有显著的差异；2)学生的基本心理需求受性别与年级的显著影响；基本心理需求存在着显著的年级效应,性别对其也有显著影响；3)学生的学习动机与基本心理需求在时间上是稳定的,并且在跨时间上,两者可以相互预测；学业成绩与学习动机没有显著的相关,并且两者不能相互预测。结论：学生的学习动机与基本心理需求是显著相关的,但两者与学业成绩之间都不能相互预测。
[Abstract]:Objective: to investigate the relationship between students' learning motivation, basic psychological needs and academic achievement under Chinese cultural background, and to analyze the psychological mechanism. A one-year follow-up study was conducted on 550 children from grade four to grade two in primary school, and cross-lag regression analysis was performed to investigate their learning motivation. Results Grade 1 significantly affected the students' learning motivation, but the influence of gender was not significant. There is also a significant difference between the types of motivation (2) the basic psychological needs of students are significantly affected by gender and grade, there is a significant grade effect of basic psychological needs. Gender also has a significant impact on the students' learning motivation and basic psychological needs, which are stable in time, and can be predicted each other over time; there is no significant correlation between academic achievement and learning motivation. Conclusion: students' learning motivation is significantly related to their basic psychological needs, but neither of them can predict each other.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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