發(fā)布時(shí)間：2018-10-24 12:17

【摘要】： 目前隨著社會(huì)的快速發(fā)展,初中生的學(xué)習(xí)壓力日益增大,教育者們充分認(rèn)識(shí)到了學(xué)生學(xué)習(xí)動(dòng)機(jī)不足的現(xiàn)象,多維度、多視角的認(rèn)識(shí)學(xué)習(xí)動(dòng)機(jī)及其與主要影響因素之間的關(guān)系已經(jīng)成為一種趨勢(shì)。對(duì)學(xué)習(xí)動(dòng)機(jī)的綜合性考察有助于解決實(shí)際問題,促進(jìn)學(xué)生的高效率學(xué)習(xí),具有重要的理論和實(shí)踐意義。 運(yùn)用學(xué)習(xí)動(dòng)機(jī)、父親教養(yǎng)方式、母親教養(yǎng)方式、班級(jí)環(huán)境、社會(huì)支持問卷對(duì)800名初中生進(jìn)行調(diào)查,主要目的是:(1)基于的Paul R. Pintrich的動(dòng)機(jī)理論,提出學(xué)習(xí)動(dòng)機(jī)是一種綜合性動(dòng)機(jī),蘊(yùn)含了價(jià)值成分中的成就動(dòng)機(jī)和學(xué)習(xí)興趣、情感成分中的考試焦慮和期望成分中的自我效能感;(2)調(diào)查初中生學(xué)習(xí)動(dòng)機(jī)的現(xiàn)狀;(3)探討影響學(xué)習(xí)動(dòng)機(jī)的主要外在因素;(4)主要外在因素影響初中生學(xué)習(xí)動(dòng)機(jī)的路徑分析;(5)根據(jù)相關(guān)研究成果及本研究的結(jié)論探討提高學(xué)習(xí)動(dòng)機(jī)的教學(xué)建議。 通過分析得出以下結(jié)論: 1、初中生學(xué)習(xí)動(dòng)機(jī)性別差異不顯著,年級(jí)差異顯著;在家庭教育方面存在顯著的父母文化程度、是否獨(dú)生子女差異;在學(xué)校教育方面存在顯著的學(xué)校類型差異; 2、主要外在影響因素與學(xué)習(xí)動(dòng)機(jī)相關(guān)顯著,并對(duì)學(xué)習(xí)動(dòng)機(jī)有預(yù)測(cè)作用; 3、主要外在影響因素之間相關(guān)顯著,其中父母教養(yǎng)方式通過班級(jí)環(huán)境、社會(huì)支持的中介作用間接影響初中生學(xué)習(xí)動(dòng)機(jī),班級(jí)環(huán)境通過社會(huì)支持的中介作用間接影響初中生學(xué)習(xí)動(dòng)機(jī); 以上研究結(jié)果表明,父母教養(yǎng)方式、班級(jí)環(huán)境、社會(huì)支持是學(xué)習(xí)動(dòng)機(jī)的主要外在影響因素,更為重要的是主要外在影響因素之間的相互作用對(duì)學(xué)習(xí)動(dòng)機(jī)具有間接影響。因此,依據(jù)相關(guān)研究成果以及本研究的結(jié)論,我們認(rèn)為可以通過改善主要外在影響因素來提高初中生的學(xué)習(xí)動(dòng)機(jī),從而達(dá)到高效率學(xué)習(xí)的目的。
[Abstract]:At present, with the rapid development of society, junior high school students' learning pressure is increasing day by day. Educators are fully aware of the phenomenon of students' lack of motivation in learning. The relationship between cognitive motivation and main influencing factors has become a trend. The comprehensive investigation of learning motivation is helpful to solve practical problems and promote students' efficient learning, which has important theoretical and practical significance. Using the questionnaire of learning motivation, father's upbringing, mother's upbringing, class environment and social support, we investigated 800 junior middle school students. The main purposes are: (1) based on the motivation theory of Paul R. Pintrich, we propose that learning motivation is a kind of comprehensive motivation. It contains the achievement motivation and the learning interest in the value component, Test anxiety in emotional components and self-efficacy in expected components; (2) investigation of the present situation of junior high school students' learning motivation; (3) exploration of main external factors affecting learning motivation; (4) path of main external factors influencing junior high school students' learning motivation (5) based on the relevant research results and the conclusions of this study, the teaching suggestions for improving learning motivation are discussed. The main conclusions are as follows: 1. There are no significant gender differences in learning motivation and significant grade differences in junior high school students, and there are significant differences in family education between parents and only children. In school education, there are significant differences in school types. 2, the main external factors are significantly related to learning motivation, There is significant correlation between the main external factors, in which parental rearing style indirectly affects junior high school students' learning motivation through class environment and social support intermediary role. Class environment indirectly affects junior high school students' learning motivation through the intermediary function of social support. The above results show that parental rearing style, class environment and social support are the main external factors of learning motivation. More importantly, the interaction between the main external factors has an indirect effect on learning motivation. Therefore, according to the relevant research results and the conclusions of this study, we think that we can improve the learning motivation of junior high school students by improving the main external factors, so as to achieve the goal of high efficiency learning.
【學(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G442

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本文編號(hào)：2291392