高中生目标定向与英语学习策略、学业成绩的关系研究

选取新泰市259名高一、高二学生为被试,考察了中学生成就目标定向与英语学习策略、学业成绩间的关系。结果表明:(1)掌握目标与各种英语学习策略都呈显著正相关,成绩接近目标与认知、调控策略呈显著正相关,而成绩回避目标与认知、调控、情感策略呈显著负相关;(2)掌握目标有助于学业成绩,而成绩回避目标不利于取得良好成绩;(3)不同目标组合的学生在英语学习策略的使用和学业成绩上存在显著性差异。     

五年制高职生成就目标与学业成绩的调查研究

采用成就目标取向量表(ADG)对阜宁高等师范学校250名学生进行施测,用SPSS软件对所得数据进行整理统计分析,分析高职学生成绩目标取向对学生学业成绩的相关关系,得出如下结果:(1)五年制高职生成就目标取向在男女性别和年级上不存在显著差异。(2)信息技术专业与其他三个专业在掌握目标方面均存在显著差异,在成绩目标维度不存在显著差异,其他专业之间在两个维度均不存在显著差异。(3)掌握目标与学业成绩呈显著的正相关,成绩目标与学业成绩相关不显著。     

初中生成就目标的发展特点

采用《成就目标定向量表》,对633名初中学生进行了调查。结果表明:(1)不同年级初中生的成就目标定向有显著差异,表现为:初一学生的掌握趋近目标极显著高于初二、初三学生,初二学生又显著高于初三学生;初一学生的成绩趋近目标显著高于初二学生;(2)不同学校的初中生成就目标定向有显著差异,表现为:重点学校学生掌握趋近目标、成绩趋近目标极显著高于普通学校学生;而普通学校学生的成绩回避目标显著高于重点学校学生;(3)初中生男生和女生的成就目标定向有显著差异,表现为:男生的成绩回避目标显著高于女生。     

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.     

理科生场FDI认知风格特点与学绩关系的研究

本文采用镶嵌图形测验,对160名理科高中生进行场认知风格测试,探讨了理科高中生场认知风格与其学科成绩的关系。结果表明:高中理科生的场认知风格与他们的学科成绩存在着一定的关系。场独立的理科生在数学、物理和化学生的成绩显著高于场依存的理科生,而在其他科目成绩上,场独立的理科上与场依存的理科生不存在显著差异。无论是场独立型还是场存型认知风格,理科女生在语文和英语上的成绩显著高于理科男生,而物理成绩却显著低于理科男生。     

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。     

场独立—场依赖认知风格与英语口试成绩的相关性研究

该文以公共英语一级考试和镶嵌图形测试为调查工具,对74名中职二年级的学生进行调查,并运用统计软件spss16.0对所得数据进行分析,以了解中职生场独立/场依赖认知风格倾向以及认知风格与口试成绩的相关性。结果表明:1)绝大多数的中职生认知风格偏向场独立。2)中职男女生认知风格存在显著性差异。绝大多数男生认知风格偏向场依赖;绝大多数女生认知风格偏向场独立。3)中职生的认知风格与口试成绩之间不存在显著性差异。     

汉字键盘输入技能与注意稳定性、认知风格关系的研究

采用划消测验和镶嵌图形测验对31名不同汉字键盘输入技能水平的小学三年级学生进行测试,结果表明:(1)汉字键盘输入成绩与划消测验得分显著相关,汉字键盘输入技能水平越高,注意的稳定性越高;(2)汉字键盘输入成绩与认知风格得分显著相关,汉字键盘输入技能水平越高,场独立性越高。     

个体化目标结构下小学生学业成绩影响因素的研究

在个体化目标结构下,以小学五年级学生为被试,考察了个体化目标公开范围、性别和认知方式对学业成绩的影响。结果表明:(1)制定个体化目标后,学业成绩进步显著,显著程度因被试变量的不同而不同;(2)个体化目标公开范围影响成绩进步的幅度;(3)个体化目标公开范围与两个被试变量存在交互作用。     

不同认知风格大学生在应激情境中反应差异

本研究采用2(应激情境:高水平应激情境和低水平应激情境)×2(认知风格:场依存和场独立)被试间设计,从心理和生理两方面考察了不同认知风格的大学生应激反应的差异.结果发现:(1)在高应激水平下场依存型的大学生的心理和生理反应程度都显著高于场独立型的大学生;(2)在低应激水平下场依存型与场独立型的大学生的心理反应没有显著的差异,生理反应有差异;(3)场依存型的大学生在不同应激水平下的心理和生理反应程度有显著的差异;(4)场独立型的大学生在不同应激水平下的心理和生理反应程度没有显著的差异.     

中学生考试焦虑者的成就目标定向分析

采用整群抽样调查法,以两所完全中学的508名学生为被试,探索考试焦虑罹患者的四分成就目标特征。通过调查我们发现:中学生考试焦虑不适者的检出率为67.7%,重度焦虑者占到了抽样总体的三分之一强;女生的考试应激问题要明显重于男生;中学生的焦虑不适度与2种回避型目标显著正相关;焦虑不适者的四分成就目标具有校际(重点与普通)、学段(初中与高中)与性别等人口学特征差异。提示,考试焦虑中学生具有回避型成就目标特征,女生的高掌握回避取向可能是其高焦虑的内在原因。     

新课程改革条件下高中生成就目标定向与学习策略的研究

研究考察新课程改革对高中生成就目标定向和学习策略的影响,结果发现除掌握目标定向外,新课程改革对成就目标定向均有显著影响;在预习策略、复习策略和精加工策略方面,新课程改革提高了学生学习策略的有效性;性别对高中生的成就目标定向和学习策略有显著影响,女生的成就目标定向和学习策略要优于男生;成就目标定向和学习策略相关显著。     

The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals

Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation.     

The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective

This research aimed to study the relationships between students’ future goals (FGs) and their immediate achievement goal orientations (AGOs) among 5733 Singaporean secondary school students (M age = 14.18, SD = 1.26; 53% boys). To this end, we hypothesized that the relationships between like valenced FGs and AGOs (both intrinsic or both extrinsic) will be stronger than those of opposite valenced FGs and AGOs (intrinsic–extrinsic) and tested two alternative models: Model A positing the prediction of AGOs by FGs and Model B positing the prediction of FGs by AGOs. Structural equation modeling showed the heuristic superiority of Model B in which intrinsic FGs (career-, society-, and family-oriented) were more strongly related to mastery-approach goal orientation than to performance-approach goal orientation and extrinsic FGs (fame- and wealth-oriented) were more strongly related to performance-approach goal orientation than to mastery-approach goal orientation. The findings suggest that, to enhance school motivation, teachers should encourage students to adopt intrinsic AGOs and FGs.     

Achievement goal orientations,learning strategies,and mathematics achievement: A comparison of Chinese Miao and Han students

This study compared the relationships between the goal orientations, learning strategies, and mathematics achievement of Chinese Miao and Han students. A total of 211 Han and 321 Miao fifth‐ and sixth‐grade students from Qiandongnan participated in the study. The results suggest that, in both samples, mastery orientation positively predicted the use of surface/deep learning strategies and mathematics achievement, and that performance‐approach orientation significantly predicted the use of surface strategies. Ethnic differences were also detected. The positive relationship of the performance‐approach orientation to deep strategies was stronger among the Han than the Miao students. Overall, our findings confirm that goal orientations have an important influence on Chinese students’ strategy use and achievement and that ethnic differences affect the patterns of these relationships. Possible explanations for the results and the practical implications for school practitioners are discussed.     

Achievement goal orientation and differences in self‐reported copying behaviour across academic programmes

This survey study investigated the relationship between achievement goal orientation and self‐reported copying behaviour among college students (N = 2007) enrolled in five different academic programmes in Thailand. Results of statistical analysis showed several significant findings: performance approach goal orientation, performance avoidance goal orientation, academic major in humanities, gender and grade point average were the best predictors of self‐reported frequency of copying behaviour. Compared with humanities students, management, engineering, science and vocational students were significantly more performance avoidance goal oriented and reported significantly higher frequency of copying behaviour. We primarily use achievement goal theory to interpret the effect of multiple goal orientations on self‐reported copying behaviour across academic programmes.     

Does big-fish–little-pond effect always exist? Investigation of goal orientations as moderators in the Hong Kong context

The big-fish–little-pond effect (BFLPE) posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. Our research puts the BFLPE under scrutiny by examining goal orientations as the moderators that may affect the size of the BFLPE. We collected data on mathematics self-concept, mathematics ability and goal orientation from 7334 Hong Kong junior secondary school students in 201 classes. We hypothesised that the BFLPE would be exacerbated for students who endorsed high extrinsic goals while the BFLPE would be attenuated for students who endorsed high intrinsic goals. However, the results did not fully support the hypothesis. We found that students who were highly motivated in general (both intrinsic and extrinsic) experienced stronger BFLPE. The implications of the findings are discussed.     

高中生物理学习自我评价研究

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。     

Intelligence beliefs,goal orientations and children’s academic achievement: does the children’s gender matter?

This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students (55.8% girls; Mage = 13.20, SD = .57 years), completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower levels of performance avoidance compared to boys. The relations between intelligence beliefs and academic achievement were fully mediated by both performance goals. Further, there were no gender differences in the associations among intelligence beliefs, goal orientations and achievement. The findings reveal that goal orientations are a mechanism that might explain why intelligence beliefs are linked with academic achievement in early adolescence.     

Adult students' achievement goal orientations and evaluations of the learning environment: a person-centred longitudinal analysis

This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of the learning environment were assessed twice, approximately four months apart. Four groups of students were identified based on their achievement goal orientation profiles, and 60% of the participants displayed identical profiles in both measurements. Students with different goal orientation profiles differed in their evaluations of the quality of pedagogical materials, effort and attainment, and participation. Students oriented towards an increase of competence and mastery or towards normative performance and success were most positive in their evaluations. Students oriented towards avoidance of effort or display of incompetence gave less positive ratings. The relation between motivation and perceptions of learning environment is discussed.