發(fā)布時(shí)間：2018-06-27 01:29

  本文選題：成就動(dòng)機(jī) + 成就目標(biāo)定向�。� 參考：《吉林大學(xué)》2012年博士論文

【摘要】：研究表明，非智力因素在大學(xué)生的學(xué)習(xí)活動(dòng)中起著引導(dǎo)、控制、調(diào)節(jié)等作用。成就動(dòng)機(jī)與自我效能感是影響大學(xué)生學(xué)習(xí)過程和學(xué)業(yè)成績(jī)的重要的非智力因素，它們之間的關(guān)系從更深層的意義上反映了個(gè)體動(dòng)機(jī)因素和認(rèn)知因素之間的緊密聯(lián)系。成就動(dòng)機(jī)的研究一直是動(dòng)機(jī)心理學(xué)研究的熱點(diǎn)問題。隨著研究的不斷深入，研究者普遍認(rèn)識(shí)到成就動(dòng)機(jī)不但是個(gè)體的一種成就需要，而且還表現(xiàn)為對(duì)成功的期望和對(duì)目標(biāo)的追求。于是，認(rèn)知因素被引入到成就動(dòng)機(jī)的研究中來，提出了成就目標(biāo)定向理論，這一理論已成為近幾年來成就動(dòng)機(jī)研究的重點(diǎn)。影響學(xué)習(xí)成績(jī)和學(xué)習(xí)效果的因素很多，其中自我效能是影響較大的因素之一。班杜拉的社會(huì)學(xué)習(xí)理論認(rèn)為，自我效能感對(duì)行為的影響主要表現(xiàn)在行為選擇、努力程度及堅(jiān)持性、應(yīng)對(duì)方式及情緒反應(yīng)上。以往對(duì)于兩者的關(guān)系及對(duì)學(xué)習(xí)的影響的研究比較零散，結(jié)論也比較不一致。因此，研究對(duì)這些結(jié)果進(jìn)行總結(jié)和整合，以大學(xué)生群體為研究對(duì)象，試圖提出一個(gè)描述成就動(dòng)機(jī)、學(xué)業(yè)自我效能對(duì)學(xué)業(yè)成績(jī)的影響的比較合理的理論模型。 總體來說，研究共分為理論綜述和實(shí)證研究?jī)纱蟛糠�。理論和文獻(xiàn)綜述主要梳理了成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能的概念、理論發(fā)展、測(cè)量方法及相關(guān)研究等，為提出理論假設(shè)提供研究基礎(chǔ)。在此基礎(chǔ)上，實(shí)證部分詳細(xì)分析了大學(xué)生在成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能、學(xué)業(yè)成績(jī)方面的特點(diǎn)和差異，進(jìn)一步總結(jié)分析了個(gè)體的成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能對(duì)學(xué)業(yè)成績(jī)的影響可能存在的幾種模式，，并對(duì)比分析各種模式的合理性和解釋力。經(jīng)過理論和實(shí)證研究，得出以下主要結(jié)論： （1）通過對(duì)成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能的量表的檢驗(yàn)和修訂發(fā)現(xiàn)：成就目標(biāo)定向問卷具有良好的信度和可靠性；修訂后的成就動(dòng)機(jī)和學(xué)業(yè)自我效能量表具有較好的信度和效度，可作為實(shí)證研究的有效測(cè)量工具。 （2）通過對(duì)大學(xué)生的成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能與學(xué)業(yè)成績(jī)的特點(diǎn)的考察發(fā)現(xiàn)：大學(xué)生性別、生源、專業(yè)、年級(jí)在成就動(dòng)機(jī)上的差異均不顯著；在成就目標(biāo)定向上有顯著的性別差異、專業(yè)差異和年級(jí)差異；在學(xué)業(yè)自我效能上存在顯著的性別差異和專業(yè)差異；在學(xué)業(yè)成績(jī)上具有顯著的性別差異和生源差異；大學(xué)生成就動(dòng)機(jī)、學(xué)業(yè)自我效能、學(xué)業(yè)成績(jī)?cè)诔删湍繕?biāo)定向類型間的差異顯著。 （3）研究系統(tǒng)考察了大學(xué)生成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能和學(xué)業(yè)成績(jī)的關(guān)系，結(jié)果發(fā)現(xiàn)：大學(xué)生成就動(dòng)機(jī)與掌握目標(biāo)定向存在顯著的正相關(guān)，與學(xué)業(yè)自我效能存在顯著的正相關(guān)；大學(xué)生掌握目標(biāo)定向與學(xué)業(yè)自我效能存在顯著的正相關(guān)，大學(xué)生成績(jī)目標(biāo)定向與學(xué)業(yè)自我效能存在顯著的正相關(guān)，大學(xué)生成就目標(biāo)定向的兩個(gè)維度即掌握目標(biāo)定向與成績(jī)目標(biāo)定向之間存在顯著的正相關(guān)；大學(xué)生學(xué)業(yè)成績(jī)與掌握目標(biāo)定向存在顯著的正相關(guān)，與學(xué)業(yè)自我效能存在顯著的正相關(guān)。 （4）經(jīng)回歸分析對(duì)大學(xué)生成就動(dòng)機(jī)、成就目標(biāo)定向、學(xué)業(yè)自我效能與學(xué)業(yè)成績(jī)的線性關(guān)系模型進(jìn)行檢驗(yàn)，結(jié)果顯示成就動(dòng)機(jī)、掌握目標(biāo)定向、成績(jī)目標(biāo)定向?qū)W(xué)業(yè)成績(jī)作用均不顯著，學(xué)業(yè)自我效能對(duì)學(xué)業(yè)成績(jī)有顯著的正向作用。 （5）經(jīng)回歸分析，對(duì)學(xué)業(yè)自我效能的中介效應(yīng)模型進(jìn)行檢驗(yàn)發(fā)現(xiàn)，大學(xué)生學(xué)業(yè)自我效能在掌握目標(biāo)定向和學(xué)業(yè)成績(jī)之間起完全中介作用。 （6）經(jīng)回歸分析，對(duì)學(xué)業(yè)自我效能的調(diào)節(jié)效應(yīng)模型進(jìn)行檢驗(yàn)發(fā)現(xiàn)，大學(xué)生學(xué)業(yè)自我效能對(duì)成就動(dòng)機(jī)與學(xué)業(yè)成績(jī)之間的關(guān)系有正向調(diào)節(jié)作用，學(xué)業(yè)自我效能對(duì)掌握目標(biāo)定向與學(xué)業(yè)成績(jī)的關(guān)系有正向調(diào)節(jié)作用，對(duì)成績(jī)目標(biāo)與學(xué)業(yè)成績(jī)之間的關(guān)系沒有調(diào)節(jié)作用。 （7）經(jīng)過對(duì)三種理論模型的解釋力比較發(fā)現(xiàn)，學(xué)業(yè)自我效能的調(diào)節(jié)作用模型能夠比較全面的說明大學(xué)生成就動(dòng)機(jī)、成就目標(biāo)定向和學(xué)業(yè)自我效能對(duì)學(xué)業(yè)成績(jī)的影響模式，模型的解釋力更強(qiáng)，因而更為合理。 最后，在總結(jié)中，對(duì)研究的結(jié)論進(jìn)行了總結(jié)和分析，指出了研究的創(chuàng)新之處和不足。在此基礎(chǔ)上，根據(jù)本研究的結(jié)果對(duì)教育實(shí)踐提出了意見和建議，并提出了今后的研究方向�？傊�，希望通過研究對(duì)動(dòng)機(jī)和認(rèn)知等非智力因素的理論研究方面提供一個(gè)新的視角，對(duì)大學(xué)學(xué)校教育和心理輔導(dǎo)提供更多的實(shí)踐參考。
[Abstract]:The study shows that non intellectual factors play the role of guidance, control and regulation in college students' learning activities. Achievement motivation and self-efficacy are important non intellectual factors affecting the learning process and academic performance of college students. The relationship between them reflects the close relationship between individual motivation factors and cognitive factors in a deeper sense. The research of achievement motivation has always been a hot issue in the research of motivation psychology. With the deepening of the research, researchers generally recognize that achievement motivation is not only a kind of achievement needs of individual, but also the expectation of success and the pursuit of goal. The theory of achievement goal orientation has become the focus of achievement motivation research in recent years. There are many factors affecting learning achievement and learning effect, among which self-efficacy is one of the most influential factors. Bandura's social learning theory holds that the influence of self efficacy on behavior is mainly manifested in behavior choice and degree of effort. The research on the relationship between the two and the influence on learning is scattered and the conclusion is not consistent. Therefore, the study is a summary and integration of these results, and the study of college students is the object of the study, and an attempt is made to describe the motivation of achievement and the effect of academic self-efficacy on academic achievement. A reasonable theoretical model of ringing.
In general, the research is divided into two parts: theoretical and empirical research. The theory and literature review mainly combed achievement motivation, achievement goal orientation, the concept of academic self-efficacy, theoretical development, measurement methods and related research, which provide the basis for the theoretical hypothesis. On this basis, the empirical part analyses the University in detail. The characteristics and differences of achievement motivation, achievement goal orientation, academic self-efficacy and academic achievement are further summed up and analyzed the possible existing modes of individual achievement motivation, achievement goal orientation, academic self-efficacy on academic achievement, and the rationality and explanatory power of the analysis of various models. The main conclusions of the study are as follows:
(1) through the test and revision of achievement motivation, achievement goal orientation and academic self-efficacy scale, the achievement goal orientation questionnaire has good reliability and reliability; the revised achievement motivation and academic self-efficacy scale have good reliability and validity, which can be used as an effective measurement tool for empirical research.
(2) through the study of College Students' achievement motivation, achievement goal orientation, academic self-efficacy and academic performance, it is found that there is no significant difference in achievement motivation between College Students' sex, students, majors and grades; there are significant gender differences, professional differences and grade differences in achievement goal orientation, and academic self-efficacy on academic self-efficacy. There are significant gender differences and professional differences; there are significant gender differences and differences in students' academic achievement, and the differences of achievement motivation, academic self-efficacy and academic achievement in achievement goal orientation are significant.
(3) the research system investigated the relationship between achievement motivation, achievement goal orientation, academic self-efficacy and academic achievement. The results showed that there was a significant positive correlation between achievement motivation and goal orientation, and significant positive correlation with academic self-efficacy, and significant students' goal orientation and academic self-efficacy were significant. There is a significant positive correlation between the goal orientation of College Students' achievement goals and academic self-efficacy. There are significant positive correlations between the two dimensions of goal orientation of College Students' achievement goal orientation and achievement goal orientation, and there is a significant positive correlation between academic achievement and goal orientation, and the existence of academic self-efficacy. Significant positive correlation.
(4) through regression analysis, the linear relationship model of achievement motivation, achievement goal orientation, academic self-efficacy and academic achievement was tested by regression analysis. The results showed that achievement motivation, goal orientation, achievement goal orientation had no significant effect on academic achievement, and academic self-efficacy had a significant positive effect on academic achievement.
(5) through the regression analysis, the test of the mediating effect model of academic self-efficacy shows that college students' academic self-efficacy plays a complete intermediary role in mastering the goal orientation and academic achievement.
(6) the regression analysis shows that academic self-efficacy has a positive regulating effect on the relationship between achievement motivation and academic achievement, and academic self-efficacy has a positive regulating effect on the relationship between goal orientation and academic achievement, and between achievement goal and academic achievement. Relationship does not regulate.
(7) through the comparison of the explanatory power of the three theoretical models, it is found that the model of academic self-efficacy is more fully explained by the model of achievement motivation, achievement goal orientation and academic self-efficacy on academic achievement, and the model has more explanatory power and more reasonable.
Finally, in the summary, the conclusion of the study is summarized and analyzed, and the innovation and deficiency of the research are pointed out. On this basis, suggestions and suggestions are put forward on the basis of the results of this study, and the future research direction is put forward. In conclusion, we hope to study the theoretical research of non intellectual factors such as motivation and cognition. It provides a new perspective to provide more practical reference for University School Education and psychological counseling.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 范英;大學(xué)生成就目標(biāo)與學(xué)習(xí)責(zé)任心關(guān)系研究[D];山西師范大學(xué);2013年

2 曹榮姣;農(nóng)村高中生成就動(dòng)機(jī)、學(xué)業(yè)自我效能感和學(xué)業(yè)拖延的關(guān)系研究[D];河北師范大學(xué);2013年

本文編號(hào)：2072149