本文選題：未來(lái)時(shí)間透視 + 自我決定理論��； 參考：《東北師范大學(xué)》2012年博士論文

【摘要】：未來(lái)時(shí)間透視（FTP）是指一個(gè)人概念化的未來(lái)以及與未來(lái)的關(guān)聯(lián)。未來(lái)時(shí)間透視是關(guān)于未來(lái)時(shí)間的一種認(rèn)知結(jié)構(gòu)，它具有獨(dú)特的動(dòng)機(jī)作用，并能影響學(xué)業(yè)表現(xiàn)。本文在自我決定理論（SDT）框架下，以大學(xué)生的英語(yǔ)學(xué)習(xí)為例，考察未來(lái)時(shí)間透視與學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)投入的關(guān)系，以及未來(lái)時(shí)間透視影響學(xué)習(xí)投入的機(jī)制。 研究一考察未來(lái)時(shí)間透視、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)投入間的關(guān)系。本研究采用問(wèn)卷法，選取某師范大學(xué)大二年級(jí)被試共678名，其中男生174名，女生504名。結(jié)果發(fā)現(xiàn)：（1）未來(lái)時(shí)間透視與外在調(diào)節(jié)相關(guān)不顯著；（2）通過(guò)依次檢驗(yàn)回歸系數(shù)單獨(dú)考察各類(lèi)調(diào)節(jié)的中介效應(yīng)發(fā)現(xiàn)，內(nèi)攝調(diào)節(jié)的中介效應(yīng)為4.5%，認(rèn)同調(diào)節(jié)的中介效應(yīng)為10.1%，內(nèi)部動(dòng)機(jī)的中介效應(yīng)為14.5%，動(dòng)機(jī)內(nèi)化的（相對(duì)自主指數(shù)/動(dòng)機(jī)內(nèi)化指數(shù)RAI）中介效應(yīng)為8.8%；（3）通過(guò)結(jié)構(gòu)方程模型綜合考察各類(lèi)調(diào)節(jié)的中介效應(yīng)依然發(fā)現(xiàn)，內(nèi)攝調(diào)節(jié)在未來(lái)時(shí)間透視和英語(yǔ)學(xué)習(xí)投入之間不存在中介作用，認(rèn)同調(diào)節(jié)和內(nèi)部動(dòng)機(jī)存在中介效應(yīng)，，而且未來(lái)時(shí)間透視與認(rèn)同調(diào)節(jié)和內(nèi)部動(dòng)機(jī)之間的路徑系數(shù)依次遞增。因此可以得出結(jié)論：未來(lái)時(shí)間透視不僅能直接影響個(gè)體的英語(yǔ)學(xué)習(xí)投入，而且能通過(guò)促進(jìn)動(dòng)機(jī)的內(nèi)化間接影響學(xué)習(xí)投入。 研究二考察低未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)組的動(dòng)機(jī)來(lái)源。本研究采用問(wèn)卷法，從研究一中選取低FTP高內(nèi)部動(dòng)機(jī)和高FTP高部動(dòng)機(jī)被試，共168人，其中男生37人，女生131人。施測(cè)基本心理需要問(wèn)卷�？疾斓臀磥�(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)與高未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)類(lèi)型大學(xué)生在英語(yǔ)學(xué)習(xí)基本心理需要滿(mǎn)足程度上的差異。結(jié)果發(fā)現(xiàn)：（1）高未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)大學(xué)生自主需要比低未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)大學(xué)生高，差異顯著，兩組大學(xué)生在勝任需要和關(guān)聯(lián)需要上差異不顯著；（2）高未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)和低未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)大學(xué)生自主需要均高于勝任需要和關(guān)聯(lián)需要，勝任需要與關(guān)聯(lián)需要差異不顯著。研究表明對(duì)于低未來(lái)時(shí)間透視高內(nèi)部動(dòng)機(jī)大學(xué)生來(lái)說(shuō)，其勝任和關(guān)聯(lián)需要的滿(mǎn)足對(duì)動(dòng)機(jī)內(nèi)化起到了非常重要的作用；總體而言，自主需要對(duì)學(xué)習(xí)動(dòng)機(jī)的影響最大，勝任和關(guān)聯(lián)對(duì)學(xué)習(xí)動(dòng)機(jī)的影響相對(duì)較小。 研究三考察高未來(lái)時(shí)間透視低內(nèi)部動(dòng)機(jī)大學(xué)生在追蹤后其英語(yǔ)學(xué)習(xí)動(dòng)機(jī)是否內(nèi)化。本研究采用問(wèn)卷法，從研究一中選取被試，共85人，其中男生27人，女生58人。結(jié)果發(fā)現(xiàn)，兩個(gè)月后，低未來(lái)時(shí)間透視低內(nèi)部動(dòng)機(jī)類(lèi)型大學(xué)生其英語(yǔ)學(xué)習(xí)相對(duì)自主性（相對(duì)自主指數(shù)/動(dòng)機(jī)內(nèi)化指數(shù)RAI）提高，但差異不顯著；高未來(lái)時(shí)間透視低內(nèi)部動(dòng)機(jī)類(lèi)型大學(xué)生英語(yǔ)學(xué)習(xí)相對(duì)自主性提高，差異顯著。因此得出，未來(lái)時(shí)間透視能夠促進(jìn)動(dòng)機(jī)內(nèi)化。
[Abstract]:Future time perspective (FTP) refers to a person's conceptualized future and its relevance to the future. The perspective of future time is a cognitive structure about future time. It has a unique motivational effect and can affect academic performance. Under the framework of SDT, this paper, taking college students' English learning as an example, examines the relationship between perspective of future time, learning motivation and learning investment. Study 1 examines the relationship among future-time perspective, learning motivation and learning investment. In this study, a total of 678 sophomores in a normal university were selected by questionnaire, including 174 males and 504 females. The results showed that: (1) the correlation between perspective of future time and external regulation was not significant. 2) by examining the regression coefficient in turn, we found that the mediating effects of all kinds of regulation were examined separately. Mediating effect of internal regulation is 4.5, mediating effect of identity regulation is 10.1, mediating effect of internal motivation is 14.5and internalization of motivation (relative autonomous index / motivation internalization index rai) intermediary effect is 8.8x3 through structural equation model. Observing the mediating effects of various kinds of regulation still found that, There is no mediating effect between prospective time perspective and English learning input, but there is intermediary effect between identity regulation and internal motivation, and the path coefficient between future time perspective and identity regulation and internal motivation increases in turn. Therefore, it can be concluded that future-time perspective can not only directly affect the individual's English learning investment, but also indirectly influence the learning investment by promoting the internalization of motivation. In this study, a total of 168 subjects, 37 boys and 131 girls, were selected from study 1 with low FTP high internal motivation and high FTP high motivation. Basic psychological needs questionnaire. This paper examines the differences in the satisfaction of the basic psychological needs of English learning between the low future time perspective high internal motivation types and the high future time perspective high internal motivation types. The results showed that high future time perspective high internal motivation college students' autonomy needs were higher than low future time perspective high internal motivation college students, the difference was significant. There was no significant difference between the two groups in terms of competence and relevance needs. (2) High future time perspective high internal motivation and low future time perspective high internal motivation college students' autonomous needs were higher than competence needs and association needs. There is no significant difference between competence needs and related needs. The study shows that for college students with high internal motivation, the satisfaction of competence and relevance needs plays a very important role in internalization of motivation. In general, autonomy needs have the greatest influence on learning motivation. Competence and relevance have relatively little influence on learning motivation. The third study examines whether the English learning motivation of the students with high future time perspective and low internal motivation is internalized after tracking. In this study, 85 subjects were selected from the first study, including 27 boys and 58 girls. The results showed that two months later, the relative autonomy (relative autonomy index / motivation internalization index) of the students with low internal motivation was increased, but the difference was not significant. High-future time perspective low internal motivation type college students' relative autonomy in English learning is significantly different. Therefore, the future time perspective can promote motivation internalization.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G442

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 高一虹,程英,趙媛,周燕;英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類(lèi)型與動(dòng)機(jī)強(qiáng)度的關(guān)系——對(duì)大學(xué)本科生的定量考察[J];外語(yǔ)研究;2003年01期

2 夏曉娟;廖鳳林;;大學(xué)生時(shí)間洞察力、自我決定動(dòng)機(jī)與學(xué)業(yè)拖沓關(guān)系探究[J];首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2009年S4期

3 劉霞;黃希庭;高芬芬;;青少年未來(lái)取向的理論構(gòu)想[J];西南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年02期

4 劉霞;黃希庭;畢翠華;;青少年未來(lái)取向問(wèn)卷的編制[J];西南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年06期

5 張玲玲;張文新;紀(jì)林芹;Jari-Erik Nurmi;;青少年未來(lái)取向問(wèn)卷中文版的測(cè)量學(xué)分析[J];心理發(fā)展與教育;2006年01期

6 陳永進(jìn);未來(lái)時(shí)間透視及其與控制觀關(guān)系的研究[J];心理發(fā)展與教育;1998年04期

7 黃希庭,孫承惠,胡維芳;過(guò)去時(shí)間的心理結(jié)構(gòu)[J];心理科學(xué);1998年01期

8 陳永進(jìn),支愧云;未來(lái)時(shí)間透視特點(diǎn)的初步研究[J];心理科學(xué);1998年04期

9 張志杰,黃希庭,鳳四海,鄧麟;青少年時(shí)間管理傾向相關(guān)因素的研究[J];心理科學(xué);2001年06期

10 張永紅;大學(xué)生心理控制源和時(shí)間管理傾向的相關(guān)研究[J];心理科學(xué);2003年03期

本文編號(hào)：1994872