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成就动机、家庭影响力及学业成就的关系研究 总被引:5,自引:0,他引:5
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。 相似文献
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Moisés Próspero Shetal Vohra-Gupta 《Community College Journal of Research & Practice》2013,37(12):963-975
The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed. 相似文献
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Educational Psychology Review - Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic... 相似文献
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《晋城职业技术学院学报》2016,(6):66-68
本课题用当前盛行的两种量表:国内学者马惠霞编著的《大学生一般学业情绪量表》和加拿大心理学家Robert J.Valleran编著的《大学生学习动机量表》,对大学生自我决定动机的特点与大学生学业情绪的特点进行了研究,并对大学生自我决定、学业情绪和学习成绩的相关性进行了分析。 相似文献
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中学生学习策略、学习动机与学业成就的相关研究 总被引:5,自引:0,他引:5
本研究以833名中学生为被试,采用相关分析、多元回归分析以及路径分析等方法测量研究了学习策略、内部动机对学业成就的影响。结果表明:(1)内部动机、学习策略与学业成就呈显著的正相关,外部动机与学业成就呈负相关;内部动机、外部动机均与学习策略呈显著的正相关。(2)学习策略与学习动机对学业成就存在显著的回归效应,其中学习策略直接影响学业成就,学习动机一方面直接影响学业成就,另一方面又通过影响学习策略的使用而间接影响学业成就;(3)学习策略对学业成就的解释为24.1%,学习动机对学业成就的解释为16.2%,学习动机对学习策略的解释为22.2%。 相似文献
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学习动机、外语学习策略与学习成绩之间的关系研究 总被引:2,自引:0,他引:2
通过对455 名本科大学生的学习动机状况和外语学习策略使用情况的测查,将教育心理研究中的动机构成因素和外语教学研究中具体运用的外语学习策略结合,探讨了学习动机、外语学习策略与学习成绩之间的关系。 相似文献
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Soh Kay Cheng 《Asia Pacific Journal of Education》1985,7(1):40-44
“How is it that some people can learn a second or foreign language so easily and so well while others, given what seem to be same opportunities to learn, find it almost impossible?” (Gardner and Lambert, 1972: 131). This seemingly simple question triggered off a series of studies which has kept researchers rather busy since 1960. 相似文献
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Research Findings: The present study employed a time lag design to assess temporal relationships between motivation, academic achievement, and cognitive development. Eighty-one children from 2 preschool programs were measured twice, with an 11-week time lag, on 2 measures of motivation (marble drop task, bean bag toss task), 2 measures of cognitive development (seriation task, oddity principle task), and 2 measures of academic achievement from the Woodcock–Johnson III (Letter–Word Identification Scale, Applied Problems Scale). There were significant correlations between all of these variables. One clear-cut temporal relationship was found: Prior motivation predicted later academic achievement, but not vice versa. There was also some evidence of temporal relations between motivation and cognitive development, and between cognitive development and academic achievement, but the evidence for these relations was not as conclusive. Practice or Policy: It appears that at the preschool level, maintaining children's motivation is paramount. Curricula should be shaped with that primary goal as a high priority, as it appears that it will be followed by academic progress. 相似文献
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Leroy A. Olson 《College Teaching》2013,61(1):39-41
Scholars Who Teach: The Art of College Teaching: Edited by Steven M. Cahn: Nelson-Hall, Chicago, 1978, Cloth $14.95, Paper $7.95, 246 pages. Reviewed by Marilyn L. Schaefer. Support for Teaching at Major Universities: Edited by Stanford C. Ericksen with John A. Cook.: Ann Arbor, Michigan: The Center for Research on Learning and Teaching, Fall, 1979. $3.00. Reviewed by Kurt F. Geisinger. 相似文献
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William F. Brazziel 《College Teaching》2013,61(3):159-163
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Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students 总被引:1,自引:0,他引:1
This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job. 相似文献
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《The Journal of educational research》2012,105(7):299-301
AbstractThe academic achievement of junior college students was felt to be strongly influenced by their motivation. A Motivation Check-Sheet was designed and administered to entering freshman at a junior college. The check- sheet scores doubled the amount of variance accounted for in the students’ academic achievement. The procedure lends itself to wide application. 相似文献
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闻素霞 《新疆师范大学学报(哲学社会科学版)》2007,28(2):67-69
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。 相似文献
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《Journal of School Choice》2013,7(3):55-62
ABSTRACT The reform movement embracing charter schools is based largely on the promise that these autonomous schools will out-perform public schools plagued by bureaucratic administration-an expectation reflected in the federal NCLB law. However, the many state-based reports have been mixed, and previous national studies have suffered from serious methodological shortcomings. In a multi-dimensional analysis of a large and comprehensive dataset, we found charter elementary schools performing at a level beneath those of non-charter public schools, even after accounting for differences in student demographics and school location. In view of this and previous studies, the best current estimate of the performance of charter schools is that any academic advantage is negligible, isolated, or even negative relative to achievement in non-charter public schools. Implications regarding the premise of the federal law are considered. doi:10.1300/J467v01n03_07 相似文献
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Achievement Goals and the Hierarchical Model of Achievement Motivation 总被引:13,自引:0,他引:13
The achievement goal approach has attained prominence in the achievement motivation literature and has produced a valuable empirical yield. However, the precise nature of the achievement goal construct is in need of scrutiny, as is the issue of how achievement goals and their antecedents combine to produce competence-based self-regulation. In this article, we address these important conceptual issues in the context of the hierarchical model of achievement motivation. The approach–avoidance distinction, which has been an integral part of the achievement motivation literature since its inception, is highlighted throughout. 相似文献