对成就动机性别差异的分析与思考

成就动机是人们取得成就的内部动力。研究表明,成就动机存在性别差异,即女性的成就动机水平低于男性。文章对成就动机的性别差异的成因进行了分析并提出了相应的建议。     

Gender and Orientations Toward the Future: Links to Motivation

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.     

语法、语用意识和能力的性别差异及其与学习动机的关系

通过调查问卷的研究方法,调查了非英语专业166名男生和206名女生在语法、语用意识／能力及其与学习动机方面的差异,以此探讨他们的语法、语用意识／能力与学习动机的关系发现：男生的语用能力、个人发展动机和信息媒介动机显著低于女生;男生的成绩动机与语法意识、语法能力、语用意识显著负相关,其情境动机与语用意识显著负相关;女生的成绩动机与语法意识、语法能力显著负相关,社会责任动机与语用意识、语用能力显著相关,个人发展动机、信息媒介动机与语用能力则显著相关。     

英语学习动机与成绩、策略的相关研究

文章根据学习动机的分类,以河南农业大学两个班57名学生为对象,通过问卷调查和四级考试成绩两种手段对学生的学习动机进行了分析,并进一步探讨了学习动机和成绩、策略的相互关系.     

中学生成就目标定向与班级动机氛围、学习成绩的关系

本研究采取问卷法，选取湖北武汉市348名初一和高二学生为被试。考察了中学生成就目标定向与班级动机氛围、学业成绩之间的关系。结果表明：（1）掌握动机氛围与掌握目标和成绩接近目标相关联。成绩动机氛围与成绩接近和成绩回避目标相关联；（2）掌握目标和成绩接近目标有助于学业成绩。成绩回避目标不利于取得良好成绩；（3）班级动机氛围和个体目标定向上存在显著的年级和性别差异；（4）职业高中与普通高中在成绩动机氛围和成绩回避目标上存在显著差异。     

成就动机、家庭影响力及学业成就的关系研究

以570名中小学生为研究对象,以成就动机问卷和家庭影响力调查表为工具探讨了家庭影响力、成就动机及学业成就的关系。主要获得以下结果:1.家庭影响力与成就动机关系密切;2.不同水平的学校在家庭影响力和学生的成就动机上有差异;3.成就动机对学业成就有一定预测作用,但是,在不同年级会有不同表现。     

Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale

In this research, the authors examined the construct validity of scores of the Academic Motivation Scale using exploratory structural equation modeling. Study 1 and Study 2 involved 1,416 college students and 4,498 high school students, respectively. First, results of both studies indicated that the factor structure tested with exploratory structural equation modeling provides better fit to the data than the one tested with confirmatory factor analysis. Second, the factor structure was gender invariant in the exploratory structural equation modeling framework. Third, the pattern of convergent and divergent correlations among Academic Motivation Scale factors was more in line with theoretical expectations when computed with exploratory structural equation modeling rather than confirmatory factor analysis. Fourth, the configuration of convergent and divergent correlations connecting each Academic Motivation Scale factors to a validity criterion was more in line with theoretical expectations with exploratory structural equation modeling than with confirmatory factor analysis.     

大学生学习动机现状调查

以滨州学院的489名大学生为研究对象,以大学生学习动机问卷为调查工具,分析大学生的学习动机总体水平及不同群体大学生学习动机水平的差异。结果表明,大学生学习动机处于中等水平;大学生的学习动机存在一定的性别差异、年级差异和专业差异。     

Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included 6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college, (2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect, or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical implications of these findings and directions for future research are discussed. A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New Mexico, October 2006.     

网络游戏参与动机与学习动机的相关分析

网络游戏对青少年有很强的吸引力,同时也具有一定的教育启发功能;这一吸引力与学习过程的结合将有效促进游戏与教育的双赢.本文以动机为研究视角,运用主成分分析与典型相关分析方法,深入研究网络游戏参与动机与学习动机的匹配关系.结果显示,社会学习、自我肯定的游戏参与动机与求知成就、个人前途的学习动机存在正相关关系;娱乐猎奇、逃避归属则与外部期望、物质激励存在相关关系.     

语言习得与学习动机关系的探讨

学习动机是制约外语习得效果的主要因素之一,良好的学习动机决定了学习者的努力程度和学习效果。通过Krashen"习得/学得假说",了解学习动机的理论模式,分析外语习得过程中潜意识活动与学习动机的关系,认为良好动机的树立能促进潜意识学习的形成,进而推动外语习得的发展。     

高职生学习动机、自我概念与学习成绩的关系研究

利用相关量表对高职生的学习动机、学业自我概念和自我概念进行测量统计分析,探讨研究了高职生自我概念、学业自我概念和学习动机与学业成绩的关系,并对学习动机、自我概念对学业成绩的影响进行了探讨。     

中国学术话语的“主权让渡”现象及其成因

改革开放以来,中国学术产品如雨后春笋般涌现,学术的繁荣是不争的事实。但学术繁荣的背后也潜藏着一些危机,那就是学术话语的"主权让渡"现象,其集中表现为中国学术话语中的"西方主义"和中国当代学术话语体系的"失语"现象。究其成因,除了流于表面的中国学术界的盲目崇洋心理,更有隐匿于背后的深层的文化、制度、科技和社会等原因,其反映的是中国学界学术自觉意识的缺失。     

父母性别平等态度与孩子性别平等态度、性别角色的关系

本研究以212名中学生及其父母为被试,考察父母的性别角色平等态度与孩子性别角色平等态度、性别角色的关系。结果发现:男生比女生、男生的母亲比女生的母亲更认为男女是不平等的,而男孩的父亲与女孩的父亲在性别角色平等态度上没有差异;父亲、母亲的性别角色平等态度与孩子的性别角色平等态度有显著的正相关;父亲的性别角色平等态度与孩子的性别角色没有显著相关,但母亲的性别角度平等态度与孩子的女性性别角色有显著负相关。     

Gender and stereotypes in motivation to study computer programming for careers in multimedia

A multimedia university programme with relatively equal numbers of male and female students in elective programming subjects provided a rare opportunity to investigate female motivation to study and pursue computer programming in a career. The MSLQ was used to survey 85 participants. In common with research into deterrence of females from STEM domains, females displayed significantly lower self-efficacy and expectancy for success. In contrast to research into deterrence of females from STEM domains, both genders placed similar high values on computer programming and shared high extrinsic and intrinsic goal orientation. The authors propose that the stereotype associated with a creative multimedia career could attract female participation in computer programming whereas the stereotype associated with computer science could be a deterrent.     

Toward a Positive Psychology of Academic Motivation

Abstract

The purpose of this study was to integrate constructs from positive psychology with constructs from motivation theories that have received most of the attention in studies of academic motivation. Achievement goals, expectancy beliefs, and value were predictive of the positive psychology variables. Task goals were associated positively with optimism and with invitations, whereas performance-avoid goals were associated negatively with optimism and perceived authenticity. Expectancy and value constructs were associated positively with optimism, perceived authenticity, and invitations. Positive psychology variables were stronger in high-achieving students than in low-achieving students; boys had stronger perceived authenticity than girls did. Findings indicate that constructs drawn from positive psychology can help explain academic motivation and achievement.     

激励的极致

认为激发成就动机是激励的极致,并提出了有效激发成就动机的三种方法,即科学设立目标、领导者行为激励、奖励成就行为。     

地方高校学生干部成就动机、工作量化和学业成绩的关系

采用成就动机量表、高校学生干部量化考核表,探讨高校学生干部成就动机与工作量化和学业成绩的关系。结果发现:高校学生干部成就动机与工作量化和学业成绩显著正相关;留任学生干部成就动机和工作量化显著高于不留任学生干部;高校学生干部的成就动机与工作量化无性别差异;来自农村的学生干部的成就动机和工作量化显著高于来自城镇的学生干部。     

The Dynamic Association of Interest and Confusion: The Potential for Moderation by Utility Value and Gender

Abstract

To better understand students’ experiences while learning in an online computer-science course, we adopted a dynamical systems analytic framework in which we tested linked patterns of confusion and interest over time and investigated whether and how those patterns might change as a function of students’ exposure to a utility value (UV) intervention and gender. We assessed interest and confusion via event contingent experience-sampled questionnaires that displayed immediately after students had engaged with key examples or exercises. Results indicated that students’ exposure to a UV intervention and gender affected the levels of confusion that students reported and the associations between interest and confusion levels over time. Implications for educators and researchers are discussed.