本文選題：掌控動機　切入點：能力　出處：《東北師范大學》2012年博士論文　論文類型：學位論文

【摘要】：掌控動機是人類發(fā)展研究領(lǐng)域中的一個核心概念，它是指人們有一種內(nèi)在動力去理解和影響環(huán)境，并在不同程度上與環(huán)境發(fā)生著有效的相互作用。考慮到掌控動機在個體發(fā)展、尤其是早期發(fā)展中的重要性，本研究首先考察了掌控動機在幼兒期的表現(xiàn)形式與發(fā)展特點；其次，考慮到掌控動機與能力之間存在的相互作用，我們對掌控動機與認知等方面能力之間的關(guān)系進行了橫向與縱向的探討；除此，隨著兒童社會化程度的加深，社會性成分對掌控動機這種內(nèi)在驅(qū)動力的影響會不斷增強。自尊，作為對自我能力和價值的評價性情感體驗，可能通過掌控動機對能力的促進或阻礙作用，而受到能力和掌控動機的直接和間接影響。所以，本研究最后考察掌控動機、能力及自尊三者之間可能存在的關(guān)系模型。綜合所有研究結(jié)果如下： 發(fā)展特點： （1）對于工具性掌控動機的行為表現(xiàn)，動作掌控主要包括完全由自身發(fā)出動作、借助外物發(fā)出動作和自我發(fā)聲（口語運動）；物體掌控主要包括使物體運動、使物體發(fā)聲、以及使物體發(fā)生其它變化；社會掌控主要包括直接尋求與成人的接觸、間接引起成人的關(guān)注、以及自身行為引發(fā)他人模仿； （2）對于表達性掌控動機的行為表現(xiàn)，兒童在動作和物體掌控行為中獲得了較多的積極情感體驗，表現(xiàn)在身體動作、面部表情和言語表達中；而在社會掌控中，當掌控活動成功，即教師給予正面反饋，兒童會表現(xiàn)出明顯的積極情感反應(yīng)，即使不成功，情感反應(yīng)也是不明顯的； （3）隨著兒童年齡增長，動作掌控和物體操作掌控行為事件比例明顯減少，社會掌控行為事件比例明顯增多；由于身體動作的發(fā)展，兒童的動作逐漸由大肌肉到小肌肉過渡，由簡單到復(fù)雜，表現(xiàn)在動作掌控和物體掌控的行為上；隨著兒童言語行為的逐步成熟，，語言在社會掌控行為和掌控動機的表達性方面開始發(fā)揮作用；在不同年齡段，兒童通過單獨的行為、行為語言結(jié)合及單獨的語言獲得社會掌控的事件比例變化明顯，反映出幼兒動作與語言發(fā)展中的一些關(guān)鍵變化；另外，兒童社會掌控行為的對象逐漸由教師向同伴擴展； （4）隨年齡增長，幼兒在高認知低效果類材料-拼圖上的掌控時間顯著提高，掌控變換性顯著下降，對低認知高效果類材料-汽車的喜愛度有先下降后上升的趨勢； （5）4-6歲幼兒在不同材料類型上的平均掌控時間存在顯著差異。認知類材料-圖書最低，兩可類材料-積木最高。對不同材料類型的喜愛度存在顯著差異，認知類材料-圖書最低，低認知高效果類材料-汽車和兩可類材料-積木最高； （6）年齡與材料類型對掌控時間和喜愛度的交互作用顯著。除了拼圖以外，不同年齡（4-6歲）幼兒在其他各類玩具材料上的掌控指向表現(xiàn)出大體的一致性，即隨年齡變化比較平緩。但是對高認知低效果類材料-拼圖的掌控呈現(xiàn)出顯著的上升趨勢。另外，不同年齡幼兒對幾類材料的喜愛度及其變化趨勢具有較大的差異性； 掌控動機與能力： （7）物體掌控動機中的掌控變換性和脫離掌控時間對于兩項能力分數(shù)均具有顯著的負向預(yù)測作用；除此，低認知高效果類材料-汽車上的掌控時間顯著負向預(yù)測了精細動作；認知效果結(jié)合類材料-釣魚上的掌控時間顯著負向預(yù)測了認知學習；而高認知低效果類材料-拼圖上的掌控時間顯著正向預(yù)測了認知學習； （8）控制氣質(zhì)差異后，對于認知學習，認知效果結(jié)合類-釣魚的掌控時間和掌控變換性具有負向的預(yù)測作用，而高認知低效果類-拼圖的掌控時間具有正向的預(yù)測作用。對于精細動作，脫離掌控時間和掌控變換性具有負向的預(yù)測作用； （9）在低認知高效果任務(wù)（探索反饋任務(wù)）中，氣質(zhì)的活動性-專注性因素具有顯著調(diào)節(jié)作用。對于活動型幼兒，高水平的探索時間預(yù)測了低水平的認知知識，高水平的掌控愉悅感預(yù)測了低水平的夾球和低水平的學習方式，但這些關(guān)系對于專注型幼兒不顯著； （10）在高認知低效果任務(wù)（困難任務(wù)）上成功的幼兒，氣質(zhì)的反應(yīng)性-抑制性因素在掌控愉悅感對夾球的預(yù)測中有顯著調(diào)節(jié)作用。對于抑制型幼兒，來自成功的高掌控愉悅感預(yù)測了高水平的夾球技能，而這個關(guān)系對于反應(yīng)型幼兒不顯著。在高認知低效果任務(wù)上失敗的幼兒，氣質(zhì)的活動性-專注性因素在堅持性對學習方式的預(yù)測中有顯著調(diào)節(jié)作用。對于專注型幼兒任務(wù)中的高堅持性預(yù)測了高水平的學習方式，而這個關(guān)系對于活動型幼兒不顯著； （11）對于父母評估的掌控動機，活動性-專注性在物體掌控動機與精細動作（夾球）、物體掌控動機與學習方式以及大動作掌控動機與感覺運動（扔口袋）之間具有顯著的調(diào)節(jié)作用。對于專注型幼兒，高水平的物體掌控動機預(yù)測了高水平的精細動作和學習方式，高水平的大動作掌控動機預(yù)測了高水平的感覺運動，而這些關(guān)系對于活動型幼兒不顯著； （12）對于父母評估的掌控動機，反應(yīng)性-抑制性在同伴社會掌控動機和精細動作、感覺運動及學習方式之間分別具有顯著的調(diào)節(jié)作用。對于抑制型幼兒，高水平的同伴社會掌控動機預(yù)測了低水平的精細動作、感覺運動和學習方式。反過來，對于反應(yīng)型幼兒，高水平的同伴社會掌控動機預(yù)測了高水平的精細動作； 掌控動機與能力及自尊： （13）在建構(gòu)的掌控動機、能力、自尊三者的因果模型中，第一個模型從不同材料上的掌控時間到能力，再到自尊中的勝任感，有3條顯著路徑。在高認知低效果類-拼圖上的掌控時間可以解釋認知學習能力變異的12%，在低認知高效果類-汽車上的掌控時間可以解釋精細動作能力變異的4%，綜合能力可以解釋自尊中勝任感變異的17%。第二個模型從掌控動機的綜合指標（掌控變換性）到認知學習能力，再到自尊中的勝任感，有2條顯著路徑。掌控變換性可以解釋認知學習能力變異的18%，而認知學習能力可以解釋自尊中勝任感變異的11%。
[Abstract]:Mastery motivation is a core concept in the research fields of human development, it means that people have an inherent power to understand and influence the environment, and in different extent and environment interact effectively. Considering the control of motivation in individual development, especially the importance of early development, this study first investigated control of motivation in the form and development characteristics of early childhood; secondly, considering the interaction between mastery motivation and ability, our understanding of the relationship between motivation and cognitive aspects of control ability of transverse and longitudinal study; in addition, with children's socialization degree deepening, social component will continue to increase the influence of the internal driving force of mastery motivation. Self esteem, as the evaluation of self ability and the value of the emotional experience, possibly through mastery motivation for ability to promote or hinder by To investigate the direct and indirect effects of ability and control motivation. Finally, this study investigates the possible relationship models between the three motives of controlling motivation, ability and self-esteem.
Development characteristics:
(1) performance of the instrumental motivation behavior control, action control mainly includes completely by self generated action, help out action and self sound (oral movement); object control mainly includes the object to make the object movement, sound, and other objects change; social control mainly includes direct contact with adults seeking. The indirect cause of adult attention, and their behavior caused to imitate others;
(2) the expression of behavior control motivation, behavior control children get more positive emotion experience in action and the objects in body movements, facial expression and speech; and in the social control, when the control activities successfully, which teachers give positive feedback, children will show a positive emotion the reaction was, if not success, emotional reaction is not obvious;
(3) with age growth, movement control and object manipulation control behavior events significantly reduce the proportion of social control, behavioral event was significantly increased; due to the development of body movements, the action of the child gradually changes from big to small muscle muscle transition from simple to complex, now action control and behavior control object with children; the speech act of gradually mature, began to play a role in control of behavior in social and language expression of mastery motivation; in different ages, children through individual behavior, behavior and language combined with separate language changes of social control events significantly, reflecting children's movements and some key changes in the development of a language; in addition children's social behavior, the object of control gradually from teachers to peer expansion;
(4) with age, children's control time in high cognition and low effect material puzzle increased significantly, and control transformation decreased significantly.
(5) there are significant differences between the 4-6 year old children in different types of materials on the average control time. The minimum cognitive materials - books, two materials - the building blocks of different material types. The highest degree of love has the remarkable difference, the lowest cognitive materials - books, materials - high low cognitive effect and ambiguous materials - car the highest building blocks;
(6) the interaction between age and type of material to control the time and degree of liking significantly. In addition to the puzzle, different age (4-6 years old) children in other types of toy material control to show consistency in general, which is relatively gentle. But along with the change of age of high low cognitive materials - puzzles the control effect show a significant upward trend. In addition, children of different age of several kinds of materials like degree and change trend of great difference;
Control motivation and ability:
(7) the object of mastery motivation in control and out of control of time transform has significant negative predictive effect for the ability of two scores; in addition, control time of low cognitive material - high effect on the car negatively predicted the fine movement; the cognitive effect with material - fishing on the control of time. Negative cognitive and cognitive learning; high low effect materials - puzzle on the control of time was a positive predictor of cognitive learning;
(8) to control temperament differences, cognitive learning, cognitive effect with class - control and time control of fishing transformation has negative effect and low effect, high cognitive - Puzzle control of time has a positive predictive effect. For fine motor, out of control time and control transform has negative prediction to the;
(9) in the low high effect (cognitive task, task feedback exploration) activity - focus temperament factors have significant moderating effects. For the activities of children, a high level of exploration time predicted cognitive knowledge at low level, control the pleasure to predict the ball clamping low level and low level of high learning level, but these relationships for attention to children is not significant;
(10) in high cognitive tasks (task) low effect on the success of the children, reactive temperament - inhibitory factors in the control of pleasure in the prediction of the ball clamping have significant moderating effects. To prevent children from successful control, high sense of pleasure to predict the ball clamping high levels of skill, and this the relationship between response to children is not significant. The failure in high low effect on children's cognitive task, activity - Focus Factors on temperament have significant moderating effect on the prediction of learning style. For children in the high attention task to predict a high level of learning, and the relationship between the activities children is not significant;
(11) for the evaluation of parents mastery motivation, activity - focus control motivation and fine movement in the object (the ball clamping), object control motivation and learning and action control motivation and sensorimotor (throw between pockets) has a significant moderating effect. For the high level of attention to children, the object of mastery motivation prediction the high level of the fine movement and learning, a high level of action control motivations predict a high level of sensation and movement, and the relations to the activities of children is not significant;
(12) for the evaluation of parents control motivation, reactive suppression control motivation and fine movement in peer society, the moderating effect between are sensorimotor and learning. For the suppression of children, high levels of peer social mastery motivation to predict the fine motor low level, sensorimotor and learning style. In turn for children, the reaction, the high level peer social mastery motivation predicted high levels of fine movement;
Control motivation and ability and self-esteem:
(13) ability in the construction control of motivation, self-esteem, causal model of the three, the first model from different materials on the ability to control the time, to the competent sense of self-esteem, there are 3 significant paths. In the high - low cognitive effect puzzle on the control of time can explain the variation of cognitive learning ability 12%, in the high - low cognitive effect on automobile control over time can explain 4% of the variation of fine motor ability, comprehensive ability can explain the self-esteem competence variation of 17%. second models from the comprehensive index control motivation (control transform) to cognitive learning ability, sense of competence to self-esteem, have 2 significant paths. Control transform can explain 18% of the variation of cognitive learning ability, learning ability and cognitive competence in self-esteem can explain the variation of 11%.

【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：B844.1

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