本文選題：成就動(dòng)機(jī)　切入點(diǎn)：四分結(jié)構(gòu)　出處：《東北師范大學(xué)》2017年碩士論文

【摘要】：在成就動(dòng)機(jī)的理論中,早期McClelland提出了二類(lèi)成就動(dòng)機(jī),分別是追求成功和逃避失敗,之后Atkinson結(jié)合了Lewin和McClelland的理論形成了成就動(dòng)機(jī)理論,提出了追求成功和回避失敗的關(guān)系結(jié)構(gòu),二者決定了個(gè)體的成就行為。在Atkinson的理論里,追求成功和回避失敗兩種取向彼此正交,可形成2×2四種類(lèi)型,Covington根據(jù)先前的理論基礎(chǔ)提出了成就動(dòng)機(jī)的四分結(jié)構(gòu),分別是樂(lè)觀型(高追求成功低回避失敗)、過(guò)分努力型(高追求成功高回避失敗)、失敗接受型(低追求成功低回避失敗)和自我保護(hù)型(低追求成功高回避失敗),雖然成就動(dòng)機(jī)的四分結(jié)構(gòu)在國(guó)外已經(jīng)被多次驗(yàn)證,但仍然缺少在東方學(xué)業(yè)情境中的驗(yàn)證研究。在成就動(dòng)機(jī)與其他學(xué)業(yè)相關(guān)變量的研究方面,已有研究結(jié)果表明成就動(dòng)機(jī)與學(xué)業(yè)自我效能感、自我妨礙、防御性悲觀以及考試焦慮存在顯著相關(guān),但是梳理先前研究結(jié)果可以發(fā)現(xiàn),對(duì)成就動(dòng)機(jī)的相關(guān)研究更多的是程度上的相關(guān),較少的研究探討成就動(dòng)機(jī)的四分結(jié)構(gòu)的四種類(lèi)型與學(xué)業(yè)自我效能感、自我妨礙、防御性悲觀和考試焦慮之間的關(guān)系。據(jù)此,本研究通過(guò)對(duì)780名高中生進(jìn)行問(wèn)卷施測(cè),使用以被試為中心的研究方法,通過(guò)聚類(lèi)分析和邏輯回歸,對(duì)成就動(dòng)機(jī)的四分結(jié)構(gòu)進(jìn)行驗(yàn)證,并且探索成就動(dòng)機(jī)四分結(jié)構(gòu)與學(xué)業(yè)自我效能感、自我妨礙、防御性悲觀、考試焦慮以及學(xué)業(yè)成就的關(guān)系。研究共有以下幾點(diǎn)結(jié)論:(1)驗(yàn)證結(jié)果表明成就動(dòng)機(jī)四分結(jié)構(gòu)劃分合理,四種類(lèi)型分別是樂(lè)觀型(15.8%)、過(guò)分努力型(27.7%)、失敗接受型(24.8%)和自我保護(hù)型(31.6%)。(2)樂(lè)觀型的學(xué)生具有較高水平的學(xué)業(yè)自我效能感、較少使用自我妨礙和防御性悲觀策略、考試焦慮較少,過(guò)分努力型的學(xué)生自我效能感水平相對(duì)較高、使用較多的自我妨礙和防御性悲觀策略、考試焦慮水平較高,自我保護(hù)型的學(xué)生學(xué)業(yè)自我效能感較低,自我妨礙以及防御性悲觀策略使用較為多,考試焦慮程度較高。失敗接受型的學(xué)生,他們的學(xué)業(yè)自我效能感較低,自我妨礙和防御性悲觀策略使用較少。(3)學(xué)業(yè)自我效能感、考試焦慮與成就動(dòng)機(jī)類(lèi)型的關(guān)系更為密切。在控制其他變量的情況下,四種成就動(dòng)機(jī)類(lèi)型中,學(xué)業(yè)自我效能感水平較高、考試焦慮水平較低的學(xué)生更有可能是樂(lè)觀型的學(xué)生,考試焦慮水平較高的學(xué)生更有可能是自我保護(hù)型。
[Abstract]:In the theory of achievement motivation, early McClelland put forward two kinds of achievement motivation, namely, pursuing success and avoiding failure, then Atkinson combined the theory of Lewin and McClelland to form the theory of achievement motivation, and put forward the relationship structure between pursuing success and avoiding failure.Both determine individual achievement behavior.In Atkinson's theory, the two orientations of pursuing success and avoiding failure are orthogonal to each other, which can form 2 脳 2 four types of Covington's quaternary structure of achievement motivation according to the previous theoretical basis.They are optimistic type (high pursuit success, low avoidance failure), excessive effort type (high pursuit success, high avoidance failure, failure acceptance type (low pursuit success, low avoidance failure) and self-protection type (low pursuit success and high avoidance failure).Although the quaternary structure of achievement motivation has been verified many times abroad,However, there is still a lack of empirical research in the Eastern academic context.In terms of achievement motivation and other academically related variables, there are significant correlations between achievement motivation and academic self-efficacy, self-handicap, defensive pessimism and test anxiety.However, by combing the results of previous studies, we can find that the related studies on achievement motivation are more related to degree, and fewer studies have explored the four types of quaternary structure of achievement motivation and academic self-efficacy, self-handicapping.The relationship between defensive pessimism and test anxiety.On the basis of this, the quaternary structure of achievement motivation was verified by cluster analysis and logical regression through the questionnaire survey of 780 senior high school students.The relationship between the quaternary structure of achievement motivation and academic self-efficacy, self-handicap, defensive pessimism, test anxiety and academic achievement was explored.The results show that the quadrilateral structure of achievement motivation is reasonable.The four types of students are optimistic students with a higher level of academic self-efficacy, less use of self-handicapping and defensive pessimism, and less test anxiety, and a self-protective type of students with a higher level of academic self-efficacy, an overworked type of 27.7am and a failure type of 24.80.The students of the four types have a higher level of academic self-efficacy, less use of self-handicapping and defensive pessimism, and less anxiety in examinations.The level of self-efficacy of overworked students was higher than that of self-protective students. The students who used more self-handicapping and defensive pessimistic strategies had a higher level of test anxiety, and the self-protective students had a lower sense of academic self-efficacy.Self-handicapping and defensive pessimism are more frequently used and test anxiety is higher.Students with failure and acceptance had lower sense of academic self-efficacy, less self-handicapping and defensive pessimism, and more closely related to the type of achievement motivation.Among the four achievement motivation types, students with higher level of academic self-efficacy and lower level of test anxiety were more likely to be optimistic students.Students with higher test anxiety are more likely to be self-protective.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B848;G444

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