成就目标、自我效能、学习策略和学业成就的关系研究

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。     

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.     

Collaborating With a Skilled Peer: The Influence of Achievement Goals and Perceptions of Partners' Competence on the Participation and Learning of Low-Achieving Students

The authors examined whether motivational goals influenced the participation and performance of low-achieving students during collaborative problem solving with a high-achieving partner. Thirty-five pairs of 4th- and 5th-grade students were randomly assigned a set of instructions designed to induce students to adopt a learning goal or a performance goal. The following day, the students were individually given a posttest on problems similar to those worked on collaboratively. The low-achieving students given learning-goal instructions performed better on the posttest problems and perceived their partner's competence as more similar to their own than did the low-achieving students given performance-goal instructions. No differences in overall amount or level of low achievers' participation during collaborative problem solving were observed. Implications of the findings for the use of peer learning in heterogeneous classrooms are discussed.     

国内外中小学生学业成就调查与测评研究进展及启示

随着义务教育的普及和国际竞争的日趋激烈,世界各国普遍重视教育质量的提升,教育质量监控、学生学业成就调查与测评成为倍受关注的研究领域.对国内外中小学生学业成就调查与测评研究成果与实践经验的系统梳理,启示我们要尽快建立义务教育质量国家监测制度,定期开展学生在核心课程领域的学业发展水平测试,以为国家相关教育决策、基础教育课程改革推进、教育质量提升提供依据.     

小学生的成就目标和自主性动机之间的关系研究

动机是小学生学习的动力系统,从认知的角度来研究动机的内部结构及作用是当前心理学界的重要课题.研究者用量表法对小学生的自主性动机、成就目标的发展趋势以及二者的相互关系进行了探索.发现,随着年级的上升,自主性动机的发展在不同的维度上呈不同的发展趋势,在成就目标中,掌握目标呈上升趋势,成绩目标呈下降趋势.而且成就目标的不同维度对小学生的自主性动机有着不同的影响.掌握目标的智力观、成功观、失败观和成绩目标的评价观、失败观以及年龄对自主性动机都有显著的影响.     

Comparing Class- and Task-Level Measures of Achievement Goals

Models of achievement goals suggest that different tasks and contexts influence the goals students adopt at a given time. However, many studies of achievement goals rely on measures assessed at the class level, analyze results with a variable-centered approach, and employ self-report questionnaires, which may reduce understanding of the contextual factors that arise as students interact with tasks. We compared a behavioral, task-level measure of middle school students' achievement goals to a self-reported, class-level measure and analyzed both measures' relations to task performance and quarterly grades using both variable-centered and person-centered approaches. Task-level goals predicted task performance but not quarterly grades, while class-level goals predicted grades but not task performance. The two measures of achievement goals were not related. This work demonstrates the importance of measuring goals at multiple levels and suggests opportunities for changing students' behaviors and achievement through motivation at the task level.     

Motivational Climates,Achievement Goals,and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year.     

Achievement Goals During Middle Childhood: Individual Differences in Motivation and Social Adjustment

Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported adjustment variables. Cluster analysis revealed four groups of students: mastery (above average in mastery goals, below average in performance-approach and performance-avoidance goals), multi-goal (above average in all three goals), avoidant (above average in performance-avoidance goals, below average in mastery and performance-approach goals), and low motivation (below average in all three goals). Clusters differed in self-reported academic self-efficacy and perceptions of teacher support, teacher-reported academic competence, and peer nominations of social status. Mastery students had the most adaptive profiles; low motivation, the least adaptive. Avoidant boys had more maladaptive profiles than avoidant girls.     

成就目标的概念和测量存在的问题

在过去的二十多年中,成就目标理论已经成为成就动机研究中最杰出的理论之一。但在现有的文献中,成就目标概念至少具有三种不同的含义：期望的结果、期望的结果与原因的组合、总体定向;成就目标的测量工具也存在一系列问题。未来的研究需要进一步完善成就目标的测量工具,来探讨成就目标与其影响因素和结果变量的关系;未来的研究可以考虑在成就目标问卷中增加自我参照目标的项目,来检验成就目标的3×2结构模型。     

数学教学改革与高职学生成绩评定

本文分析了高等职业教育的现状，阐述了高职数学教育的意义和任务。针对目前高职学生数学基础普遍较差的实际情况，提出了转变观念，根据高职教育的培养目标，改革教学方法和教学手段，建立以能力为主的学生成绩多元评价体系。     

Simultaneously Student and Teacher: Measuring Achievement Goals in Preservice Teachers

Abstract

Preservice teachers can be considered simultaneously students and teachers and therefore likely have both academic and professional goals. However, once in a professional program, predicting professional outcomes becomes somewhat more important than academic ones. This distinction may have implications for the selection of measurement tools used in research on preservice teachers’ motivation. We used a multitrait-multimethod (MTMM) design that included tests of alternative confirmatory factor analyses (CFAs), within and between method correlations, and relations with other variables to compare two measures of achievement goals: Elliot and Murayama’s (2008 Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. doi: 10.1037/0022-0663.100.3.613[Crossref], [Web of Science ®] , [Google Scholar]) measure of students’ achievement goals and Butler’s (2007) measure of teachers’ achievement goals. Results of the CFAs suggested that the scales are measuring separate constructs. The MTMM correlations, however, revealed evidence that certain factors may function similarly. This was most evident for the homotrait-heteromethod factors of mastery approach, which correlated similarly with sense of self-efficacy, emotions, and classroom mastery goal structures.     

Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success

The focus of this study is on the role of achievement goals in students’ persistence. The authors administered 5 puzzles to 96 college students: 4 unsolvable and 1 relatively easy (acting as a hope probe). They examined whether and how persistence may deteriorate as a function of failing the puzzles, as well as whether and how persistence may rebound after an event of success. Time spent engaging in the task comprised the dependent variable persistence (representing a behavioral aspect of engagement). Results suggested that mastery-oriented students persisted significantly longer compared with performance approach–oriented, performance avoidance–oriented, and amotivated students across failure trials. However, performance approach–oriented students were more likely to rebound after experiencing success. Qualitative data provided insights into the affective processes that accompanied engagement with the task.     

教师变量对小学四年级数学成绩的影响:一个增值性研究

以房山区42所小学的1238名四年级学生和42名数学教师为研究对象,以四年级下学期的数学测验成绩为因变量,四年级上学期的数学测验成绩作为协变量加入两水平线性模型中建立基础增值模型.在控制学生背景变量的条件下,考察教师的特征变量、教学方式和教师培训三个方面对小学生四年级数学学业成绩增长的影响.结果显示,教师的特征变量中,教师的性别、年龄、教龄和学历专业对学生学业成绩的增长无显著影响,而教师的职称和最终受教育水平则对学生学业成绩的增长有显著影响;与教学相关的变量中,是否参加过新课程培训这一变量对学生学业成绩的增长有显著影响.     

Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators

We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies.     

高职院校学业成就测量与评价的实现

从学业成就测量与评价的意义、教育测量在教育评价中的作用入手分析探讨了教育测量在高职学校中的应用。分析指出,学业成就的测量与评价作为一种必不可少的机制和手段,应用到高职院校日常教学和管理中将起到积极作用,通过测量与评价可以有效地提高教学质量,反馈教学信息,完善教育目标。     

The Impact of Every Classroom,Every Day on High School Student Achievement: Results From a School-Randomized Trial

Abstract

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials.     

教师关心、自我调节学习与学业成就的关系

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。     

不同学业水平学生数学问题图式的差异性研究

不同学业水平学生的图式水平和知识基础是不同的.优秀生通常比普通生有更高的图式水平和知识基础,更善于表征问题中复杂的集合关系,普通生稍差一些,学习不良学生最差;普通生在表征以"关系"形式被包含至下级关系的二级以上关系时有困难,且不能有效提取具备的知识基础;差生的知识储备不足,仅能表征以"元素"(数值)形式直接代入下级关系的情形.     

教育游戏中玩家成就目标对学业情绪的影响研究

在教育游戏环境中,探讨不同玩家的成就目标对学业情绪的影响将有助于教育游戏的情感化设计。请36位玩家对6款电子游戏的教育性进行评价,将他们的评测分数与量表相对照,最终选择"平衡球"、"极速拯救"和"逻辑之门"作为本研究的实验环境。随机测量300名在校大学生的成就目标定向,并从中选择40名被试参与后续实验,测量教育游戏过程中他们的学业情绪。研究结果显示,在三款不同类型的教育游戏中,成就目标与学业情绪均存在不同程度的相关关系:掌握趋近目标与积极高唤醒度情绪存在明显的正相关,与消极情绪成明显的负相关;掌握回避目标与积极低唤醒度情绪存在负相关,与消极高唤醒度情绪成明显的正相关;成绩趋近目标与积极高唤醒度情绪存在明显的正相关关系,与消极情绪成明显的负相关关系;成绩回避目标与消极高唤醒度情绪成明显的正相关关系,与积极高唤醒度情绪成明显的负相关关系。     

初中生成就目标取向与学业效能感、学业成绩的关系研究

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。