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1.
大学生自我效能感、成就动机与成就目标定向的关系探究   总被引:1,自引:0,他引:1  
目的:考察大学生自我效能感、成就动机和成就目标定向的性别差异及相互关系。方法:采用自我效能感量表、成就动机量表和成就目标定向问卷对300名南阳师院在读本科大学生进行问卷调查。结果:自我效能感、成就动机和学习目标定向在性别上差异极显著;成就动机在自我效能感和学习目标定向之间起完全中介作用。  相似文献   

2.
为了解初中生成就目标取向与学业效能感、学业成绩的关系,采用问卷对204名初中生进行了调查,所有数据采用SPSS16.0进行统计分析。结果发现:(1)初中生在成绩接近目标和成绩回避目标上存在显著的性别差异,学业效能感在年级上差异显著。(2)掌握目标取向和成绩接近目标取向与学业效能感和学业成绩之间有显著正相关,对学业效能感和学业成绩有正向预测作用;成绩回避目标取向与学业效能感之间相关不显著,对学业成绩有负向预测作用。(3)学业效能感在成就目标取向与学业成绩之间起着部分中介作用。  相似文献   

3.
ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献   

4.
成就目标、自我效能、学习策略和学业成就的关系研究   总被引:5,自引:0,他引:5  
对545名中学生进行测量,以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明:掌握目标、成绩目标与自我效能、学习策略有显著的正相关,回避目标与自我效能、学习策略存在显著的负相关,自我效能与学习策略有显著的正相关;掌握目标、自我效能和学习策略与学业成绩有显著的正相关,而回避目标与学业成绩则有显著的负相关;学习策略直接影响学业成绩,成就目标和自我效能对学业成绩的影响是间接的。  相似文献   

5.
本研究采用网络问卷发放方式试图研究大学生学习倦怠和自我效能感之间的相关关系。通过对自我效能感与学习倦怠(情绪低落、行为不当、成就感低)数据之间的统计分析,结果发现,自我效能感与成就感低存在显著负相关。进一步过对生源地、性别、专业、年级四个维度进行统计分析,发现在自我效能感方面性别和专业间均存在显著差异。在学习倦怠方面,性别与专业属性在成就感低这一维度上存在显著差异。  相似文献   

6.
以679名高中生为被试,采用问卷调查法探讨了高中生物理学习自我监控与自我效能感、成就目标定向、归因的关系。结果表明:高中生物理学习自我监控与自我效能感存在较高的正相关;高中生物理学习自我监控与掌握目标定向存在较高的正相关,与成绩目标定向存在微弱正相关;高中生物理学习自我评价成功者的自我监控与内部可控归因存在显著的正相关,与内部不可控归因无显著相关,与外部归因存在微弱正相关;物理学习自我评价失败者的自我监控与内部可控归因、内部不可控归因、外部归因均无显著相关;自我效能感、目标定向和学习成败归因是影响自我监控的重要内部因素。  相似文献   

7.
    
During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas recently the SAL perspective has emphasised the effects of the future time perspective (FTP) and self-efficacy beliefs about these topics. Based on these two lines of research (SRL and SAL), using path analysis, we explored the direct and indirect effects of FTP and learning conceptions on self-efficacy, metacognitive strategies, effort and academic performance. Likewise, we identified some patterns that combine specific factors related to these variables. Participants in the present study were 100 (84% females, 16% males) Spanish fourth year university students enrolled in the Social Sciences Degree Programme. The ages of the students ranged from 18 to 49 (M = 22.02; SD = 3.68) and their participation was voluntary and anonymous. Likert-scale inventories were used to obtain data from students: FTP; learning conceptions; metacognitive strategies scale; and self-efficacy beliefs for SAL. On the one hand, the path analysis showed interesting indirect and direct relationships between topics with regard to key constructs of each of these research perspectives (SRL/SAL). However, these results do not coincide with the body of knowledge about FTP. On the other hand, results obtained using cluster and discriminant analysis revealed three specific patterns: a meaning orientation to learning and the future, a reproductive orientation to learning and the present, and an unusual pattern explained by the influence of historical-cultural characteristics on learning practices in educational contexts. We consider that this last pattern presents relevant implications for educational practice.  相似文献   

8.
小学生考试焦虑、自我评价与成就归因关系浅探   总被引:1,自引:0,他引:1  
探讨考试焦虑、能力自我评价与学生成就归因之间的关系,从而揭示其内在制约规律,以期为实际教育工作者指导学生保持适宜的考试焦虑水平,形成良好的归因倾向提供心理学依据。  相似文献   

9.
教师关心、自我调节学习与学业成就的关系   总被引:4,自引:0,他引:4  
以227名初中生为被试,考察了他们心目中“关心型”教师的主要特征,以及知觉到的教师关心、自我调节学习与学业成就的关系。结果发现:初中生认为一个关心学生的教师应该在有效教学、民主管理、学习指导和生活关心几个方面有所表现;初中生知觉到的教师关心、学习策略、效能感与学业成就的相关显,其中自我效能感是影响学业成就的重要因素。  相似文献   

10.
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.  相似文献   

11.
    
Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.  相似文献   

12.
学业成绩、创造力与入学成绩等因素的相关研究   总被引:1,自引:0,他引:1  
对大学生学业成绩,创造力与性别,入学成绩,学习时间和上网时间之间的相关程序进行研究,旨在了解学业成绩,创造力的影响因素及影响程度。结果表明:性别,学习时间与学业成绩有显相关,创造力与入学成绩相关显,上网时间与学业成绩呈负相关。  相似文献   

13.
近三十年来,认知干扰在国外已经得到深入研究,国内涉及这一领域的还不多。文章介绍了目前认知干扰研究的范式、影响因素和干预对策,探讨了认知干扰研究中存在的问题和进一步研究的思路。  相似文献   

14.
成就目标定向是学习者目标达成的重要动力机制,有助于学生建立积极的学业倾向,促进学生发展和学业质量的提升。成就目标定向的结构早期被分解为\"成绩目标\"和\"学习目标\",并由此衍生出了\"2×2结构\"和\"3×2结构\"维度。研究依据行为动力学假说、自我效能感理论、成就动机理论和自我归因理论等阐释了成就目标定向的发生机制。研究认为,趋近目标定向可降低学生的考试焦虑程度,有助于提升个体语言技能;掌握目标定向有助于提升学生的学业成绩,激发学生的学习兴趣,并塑造学生的完美主义人格特质。未来的研究需开展大量的跨文化的比较研究,扩大研究对象的范畴,使用实验法等多元化的研究方法,验证成就目标定向结构模型的科学性,探明成就目标定向影响机理,强化教育干预与认知训练的实践研究,提升成就目标定向的应用价值。  相似文献   

15.
数学自我效能研究综述   总被引:1,自引:1,他引:1  
数学自我效能是影响学生学业表现的重要因素,是特殊自我效能研究的重要领域.国内外关于数学自我效能的研究已有很多.今后对数学自我效能的研究应注意以下几点:(1)增加测量数学自我效能的新方式,增加测量的针对性;(2)探索数学自我效能的结构、机制及发展规律性;(3)探索数学自我效能的培养与干涉途径.  相似文献   

16.
为探讨大学生学业自我设限的一些影响因素,使用问卷测量573名大学生的父母教养方式、学业自我效能感、成就目标定和学业自我设限,结果表明:(1)学业自我设限与情感温暖类型的父母教养方式呈显著负相关,与拒绝类型的父母教养方式和过度保护的父母教养方式呈显著正相关;(2)学业自我设限与成绩趋近目标相关不显著,与掌握回避和成绩回避目标呈显著正相关,与掌握趋近目标呈显著负相关;(3)学业自我效能感与学业自我设限呈显著负相关,对其的预测力也最强。  相似文献   

17.
以456名3-9年级听障学生为被试,采用问卷调查法考察了听障学生学习投入现状以及学习投入与成就目标定向、学业自我效能感之间的关系.结果发现,绝大多数听障学生学习投入状况较好;学业自我效能感在成绩趋近目标和学习投入关系之间发挥完全中介作用,在掌握回避目标和学习投入关系之间发挥部分中介作用,在成绩回避目标和学习投入关系之间...  相似文献   

18.
通过对231名民办学校高三学生的测查,考察了高三学生未来时间透视、成就目标取向、学业自我效能与学习策略的关系,探讨了民办学校高三学生自主学习的动力机制。研究结果表明,未来时间透视、成就目标取向、学业自我效能均与学习策略存在相关,能显著地预测学习策略,它们是学生自我调节学习的动力机制。  相似文献   

19.
    
The purpose of this study was to examine the role of achievement goals in online test anxiety and help-seeking while controlling for self-efficacy and potential demographic differences. A total of 150 online students participated in the survey. Separate hierarchical regression analysis results suggested the differential roles of achievement goals in online test anxiety and help-seeking. Avoidance goals were found to be predictive of online test anxiety, whereas only students with performance-avoidance goals unexpectedly reported more online help-seeking. Further, while self-efficacy predicted both test anxiety and help-seeking, undergraduate students reported more help-seeking than their graduate counterparts. Implications and future directions of the study are discussed.  相似文献   

20.
    
One important line of inquiry in educational psychology involves the study of change of individuals' cognitive-motivational processes. The conjunctive use of longitudinal data with latent growth curve modeling procedures has, for example, allowed researchers to identify initial levels and to trace trajectories of theoretical variables such as self-efficacy over time. The study reported in this article proposed a conceptual model that depicted relations between a deep-learning approach, mastery goals and self-efficacy over time. A final sample of 195 second-year university students (100 females, 95 males) took part in this three-wave panel study. We used various inventories to test the initial states and rates of change of the three aforementioned constructs. As an a posteriori analysis, we included prior academic achievement as a possible predictor of change. The results ascertained from our analyses indicate an increase in growth of a deep-learning approach, mastery goals and self-efficacy across the two-year period. Importantly, a posteriori results accentuated the role of prior academic achievement as a predictor of the initial level of personal self-efficacy.  相似文献   

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