高職生學(xué)習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足與學(xué)業(yè)成績(jī)的關(guān)系研究
發(fā)布時(shí)間：2019-06-05 17:17
【摘要】：學(xué)習(xí)成就動(dòng)機(jī)是驅(qū)使和激發(fā)學(xué)習(xí)者進(jìn)行學(xué)習(xí)活動(dòng)，并力求獲得學(xué)業(yè)技能，影響人們的思想意識(shí)和學(xué)習(xí)行為的動(dòng)力，學(xué)業(yè)延遲滿足是學(xué)生為了追求更有價(jià)值的長(zhǎng)遠(yuǎn)學(xué)習(xí)目標(biāo)而推遲即時(shí)滿足沖動(dòng)的機(jī)會(huì)的傾向，學(xué)習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足與學(xué)業(yè)成績(jī)密切相關(guān)，是影響學(xué)業(yè)成績(jī)的重要因素。本研究以高職生為研究對(duì)象，通過調(diào)查問卷的方法，考察高職生學(xué)習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足和學(xué)業(yè)成績(jī)現(xiàn)狀及差異情況，探討三者之間的關(guān)系和學(xué)習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足對(duì)學(xué)業(yè)成績(jī)的影響作用，研究結(jié)果表明： 第一，高職生的學(xué)習(xí)成就動(dòng)機(jī)整體水平不高，個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)高于社會(huì)取向?qū)W習(xí)成就動(dòng)機(jī)。獨(dú)生子女和非獨(dú)生子女在學(xué)習(xí)成就動(dòng)機(jī)、個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)維度上存在顯著差異，，非獨(dú)生子女的得分高于獨(dú)生子女；不同戶口所在地的高職生在學(xué)習(xí)成就動(dòng)機(jī)、社會(huì)取向?qū)W習(xí)成就動(dòng)機(jī)和個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)維度上存在顯著差異，來自農(nóng)村的高職生的得分均高于來自城鎮(zhèn)的高職生；不同家庭提供月生活費(fèi)的高職生在學(xué)習(xí)成就動(dòng)機(jī)和社會(huì)取向?qū)W習(xí)成就動(dòng)機(jī)維度上存在顯著差異，且高職生的學(xué)習(xí)成就動(dòng)機(jī)、社會(huì)取向?qū)W習(xí)成就動(dòng)機(jī)和個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)有隨著生活費(fèi)的增加而下降的趨勢(shì)；母親學(xué)歷水平不同的高職生在個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)維度上存在顯著差異。 第二，高職生的學(xué)業(yè)延遲滿足能力總體不高。不同性別的高職生在學(xué)業(yè)延遲滿足上存在顯著的差異，女生的得分高于男生；不同專業(yè)高職生在學(xué)業(yè)延遲滿足上存在顯著差異，文科專業(yè)高職生的得分高于理科專業(yè)高職生；獨(dú)生子女和非獨(dú)生子女在學(xué)業(yè)延遲滿足上存在顯著差異，非獨(dú)生子女的得分高于獨(dú)生子女；不同戶口所在地的高職生在學(xué)業(yè)延遲滿足上存在顯著差異，來自農(nóng)村的高職生的得分高于來自城鎮(zhèn)的高職生；不同家庭月收入的高職生在學(xué)業(yè)延遲滿足上存在顯著差異，且高職生的學(xué)業(yè)延遲滿足有隨著家庭月收入的增加而下降的趨勢(shì)；不同家庭提供月生活費(fèi)的高職生在學(xué)業(yè)延遲滿足上存在顯著差異，且高職生的學(xué)業(yè)延遲滿足有隨著生活費(fèi)的增加而下降的趨勢(shì)；母親學(xué)歷水平不同的高職生在學(xué)業(yè)延遲滿足上存在顯著差異，且高職生的學(xué)業(yè)延遲滿足有隨著母親學(xué)歷水平的提高而下降的趨勢(shì)。 第三，高職生學(xué)習(xí)成就動(dòng)機(jī)及其各維度（社會(huì)取向?qū)W習(xí)成就動(dòng)機(jī)維度和個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)維度）、學(xué)業(yè)延遲滿足和學(xué)業(yè)成績(jī)及其各維度（公共課成績(jī)維度、專業(yè)基礎(chǔ)課成績(jī)維度和專業(yè)技能課成績(jī)維度）均呈顯著正相關(guān)。 第四，個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)對(duì)學(xué)業(yè)延遲滿足、平均學(xué)分績(jī)點(diǎn)均具有正向預(yù)測(cè)作用；學(xué)業(yè)延遲滿足對(duì)學(xué)習(xí)成就動(dòng)機(jī)、平均學(xué)分績(jī)點(diǎn)均具有正向預(yù)測(cè)作用；個(gè)我取向?qū)W習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足共同對(duì)平均學(xué)分績(jī)點(diǎn)具有正向預(yù)測(cè)作用；學(xué)業(yè)延遲滿足與平均學(xué)分績(jī)點(diǎn)共同對(duì)學(xué)習(xí)成就動(dòng)機(jī)具有正向預(yù)測(cè)作用。學(xué)習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足和學(xué)業(yè)成績(jī)?nèi)唛g是相互影響的。 通過本研究的探討，可以為高職生這一特殊群體教育教學(xué)方面的理論研究提供參考，同時(shí)也可以給我國(guó)高職生學(xué)習(xí)成就動(dòng)機(jī)、學(xué)業(yè)延遲滿足能力培養(yǎng)工作提出可行的建議。在研究的基礎(chǔ)上，從學(xué)習(xí)成就動(dòng)機(jī)與學(xué)業(yè)延遲滿足能力兩個(gè)維度，提出有利于提高高職生學(xué)業(yè)成績(jī)的教育對(duì)策。
[Abstract]:The motivation of learning achievement is to drive and motivate the learners to carry out the learning activities, and to seek the learning skills, and to influence the power of the people's ideological and learning behavior. The satisfaction of academic delay is the tendency of the students to delay the opportunity to meet the impulse in the long-term learning goal of higher value, to study the achievement motivation, to meet the academic delay and to be closely related to the academic achievement, and to be an important factor in the achievement of the academic achievement. This study is based on the study of the students' learning achievement motivation, the academic delay and the current situation and the difference of the academic achievement, and discusses the relationship between the three factors and the learning achievement motivation, and the academic delay meets the effect on the academic achievement. The results show that: First, the overall level of the students' learning achievement motivation is not high, and the achievement motivation of the learning achievement in my orientation is higher than that of the social orientation learning achievement. Only the one-child and non-one-child have a significant difference in the learning achievement motivation. The score of non-one-child is higher than that of the one-child. The students in different accounts are in learning achievement. There are significant differences in the machine, the social orientation learning achievement motivation and the achievement motive dimension of my orientation study, and the scores of the students from the rural areas are higher than the higher vocational education from the town Students who live in different families have a significant difference in the learning achievement motivation and the social orientation learning achievement motivation dimension, and the students' learning achievements The machine, the social orientation study achievement motive and the one of my orientation study achievement motivation have the tendency to decrease with the increase of living expenses; the difference in the mother's degree of education is a significant difference in the dimension of the self-oriented learning achievement motivation I. Second, the student's academic delay meets the total capacity. The body is not high. The students of different sexes have a significant difference in the satisfaction of the academic delay. The scores of the female students are higher than that of the boys. There is a significant difference in the satisfaction of the academic delay, and the score of the students in the liberal arts is higher than that of the science of science. The only one-child and non-one-child have a significant difference in academic delay, and the score of non-one-child is higher than that of the one-child. The students from different residence sites have a significant difference in their academic delay, and the students from the rural areas have a higher score than those from the town. Students with different family-month income have a significant difference in their academic delay, and the students' academic delay is satisfied with the trend of decreasing with the increase of the monthly income of the family; the students who have the monthly living expenses for different families have a significant difference in their academic delay The difference is that the student's academic delay is satisfied with the trend of the decrease with the increase of living expenses; the difference in the degree of the mother's degree of education has a marked difference in the satisfaction of the academic delay, and the academic delay of the students is satisfied with the improvement of the level of the mother's degree of education The trend of the third and the second-generation learning achievement motivation and its dimensions (the dimension of the achievement motivation of the social orientation, the dimension of the achievement motivation of learning achievement, the dimension of the achievement motivation of the learning achievement, the satisfaction of the academic delay and the academic achievement and its dimensions (public The course achievement dimension, the professional basic course achievement dimension and the professional skill class achievement dimension) are all in the form of There is a significant positive correlation. The fourth, I-oriented learning achievement motivation is satisfied with the academic delay, and the average point of achievement has a positive predictive function; the academic delay meets the motivation of learning achievement, and the average point of achievement has a positive predictive function; I take it. The learning achievement motivation and the academic delay meet the common expectation that the average point of achievement has a positive predictive function; the academic delay meets the average point of credit achievement, and the learning achievement motivation tool There is a positive predictive role. Learning achievement motivation, academic delay and academic achievement Through the discussion of this study, we can provide reference for the theoretical research of the special group education teaching of the students, and can also give the students the achievement motivation, the academic delay and the ability training. On the basis of the study, from the two dimensions of learning achievement motivation and academic delay, this paper puts forward that it is beneficial to improve the students' life.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：B844.2
本文編號(hào)：2493691
[Abstract]:The motivation of learning achievement is to drive and motivate the learners to carry out the learning activities, and to seek the learning skills, and to influence the power of the people's ideological and learning behavior. The satisfaction of academic delay is the tendency of the students to delay the opportunity to meet the impulse in the long-term learning goal of higher value, to study the achievement motivation, to meet the academic delay and to be closely related to the academic achievement, and to be an important factor in the achievement of the academic achievement. This study is based on the study of the students' learning achievement motivation, the academic delay and the current situation and the difference of the academic achievement, and discusses the relationship between the three factors and the learning achievement motivation, and the academic delay meets the effect on the academic achievement. The results show that: First, the overall level of the students' learning achievement motivation is not high, and the achievement motivation of the learning achievement in my orientation is higher than that of the social orientation learning achievement. Only the one-child and non-one-child have a significant difference in the learning achievement motivation. The score of non-one-child is higher than that of the one-child. The students in different accounts are in learning achievement. There are significant differences in the machine, the social orientation learning achievement motivation and the achievement motive dimension of my orientation study, and the scores of the students from the rural areas are higher than the higher vocational education from the town Students who live in different families have a significant difference in the learning achievement motivation and the social orientation learning achievement motivation dimension, and the students' learning achievements The machine, the social orientation study achievement motive and the one of my orientation study achievement motivation have the tendency to decrease with the increase of living expenses; the difference in the mother's degree of education is a significant difference in the dimension of the self-oriented learning achievement motivation I. Second, the student's academic delay meets the total capacity. The body is not high. The students of different sexes have a significant difference in the satisfaction of the academic delay. The scores of the female students are higher than that of the boys. There is a significant difference in the satisfaction of the academic delay, and the score of the students in the liberal arts is higher than that of the science of science. The only one-child and non-one-child have a significant difference in academic delay, and the score of non-one-child is higher than that of the one-child. The students from different residence sites have a significant difference in their academic delay, and the students from the rural areas have a higher score than those from the town. Students with different family-month income have a significant difference in their academic delay, and the students' academic delay is satisfied with the trend of decreasing with the increase of the monthly income of the family; the students who have the monthly living expenses for different families have a significant difference in their academic delay The difference is that the student's academic delay is satisfied with the trend of the decrease with the increase of living expenses; the difference in the degree of the mother's degree of education has a marked difference in the satisfaction of the academic delay, and the academic delay of the students is satisfied with the improvement of the level of the mother's degree of education The trend of the third and the second-generation learning achievement motivation and its dimensions (the dimension of the achievement motivation of the social orientation, the dimension of the achievement motivation of learning achievement, the dimension of the achievement motivation of the learning achievement, the satisfaction of the academic delay and the academic achievement and its dimensions (public The course achievement dimension, the professional basic course achievement dimension and the professional skill class achievement dimension) are all in the form of There is a significant positive correlation. The fourth, I-oriented learning achievement motivation is satisfied with the academic delay, and the average point of achievement has a positive predictive function; the academic delay meets the motivation of learning achievement, and the average point of achievement has a positive predictive function; I take it. The learning achievement motivation and the academic delay meet the common expectation that the average point of achievement has a positive predictive function; the academic delay meets the average point of credit achievement, and the learning achievement motivation tool There is a positive predictive role. Learning achievement motivation, academic delay and academic achievement Through the discussion of this study, we can provide reference for the theoretical research of the special group education teaching of the students, and can also give the students the achievement motivation, the academic delay and the ability training. On the basis of the study, from the two dimensions of learning achievement motivation and academic delay, this paper puts forward that it is beneficial to improve the students' life.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：B844.2
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