本文選題：中職生 + 學(xué)業(yè)成就動機(jī)�。� 參考：《內(nèi)蒙古師范大學(xué)》2013年碩士論文

【摘要】：學(xué)業(yè)成就動機(jī),簡言之就是推動中職生取得學(xué)業(yè)成功的內(nèi)動力。有關(guān)研究表明：學(xué)業(yè)成就動機(jī)通過對學(xué)習(xí)的準(zhǔn)備及時、注意集中、加強(qiáng)努力等因素作用，促使調(diào)節(jié)心理潛能，充分發(fā)揮認(rèn)知能力，，推動中職生獲得學(xué)業(yè)的成功。所以訓(xùn)練中職生學(xué)業(yè)成就積極歸因，提高其學(xué)業(yè)成就動機(jī)水平，最終促進(jìn)其學(xué)業(yè)成績的提高。 本研究以韋納的歸因理論為基礎(chǔ)，抽取商都縣職業(yè)技術(shù)學(xué)校的中職生作為研究對象，以中學(xué)生學(xué)習(xí)動機(jī)量表（MSMT）、多維度-多歸因因果量表(MMCS)為研究工具以及對教師、中職生和家長進(jìn)行訪談，采用了定性與定量相結(jié)合的研究方法，運(yùn)用相關(guān)分析等統(tǒng)計方法分析了中職生學(xué)業(yè)成就歸因，并對其進(jìn)行積極歸因訓(xùn)練，提高了中職生學(xué)業(yè)成就動機(jī)水平，同時也提高了中職生的學(xué)業(yè)成績。 發(fā)現(xiàn)： 1、中職生的學(xué)業(yè)成就動機(jī)與學(xué)業(yè)成績成正相關(guān)。學(xué)業(yè)成就動機(jī)高的中職生的學(xué)業(yè)成績普遍比學(xué)業(yè)成就動機(jī)低的中職生學(xué)業(yè)成績高。 2、中職生對學(xué)業(yè)成就的歸因得分由高到低依次為努力、運(yùn)氣、能力、情景。 3、實(shí)驗(yàn)班的中職生經(jīng)過積極歸因訓(xùn)練后，對學(xué)業(yè)成就的歸因得分由高到低依次是努力、能力、運(yùn)氣、情景。正確引導(dǎo)中職生學(xué)業(yè)成就積極歸因，歸因訓(xùn)練提高學(xué)生的成就動機(jī)水平，可以提高他們的學(xué)業(yè)成績。將學(xué)業(yè)成就動機(jī)不高的歸因?yàn)槟芰Σ蛔愕闹新毶瑢W(xué)習(xí)的信心較弱。把學(xué)業(yè)成就動機(jī)不高的歸因?yàn)檫\(yùn)氣不好的中職生，對未來學(xué)習(xí)的信心不足。將學(xué)業(yè)成就動機(jī)不高歸因?yàn)榍榫暗闹新毶瑢ξ磥韺W(xué)習(xí)的信心不足。
[Abstract]:Academic achievement motivation, in short, is the internal motivation for secondary vocational school students to achieve academic success. The relevant studies show that the motivation of academic achievement can promote the adjustment of psychological potential, give full play to cognitive ability and promote the success of secondary vocational school students through timely preparation for study, concentration of attention, and strengthening of efforts. Therefore, the secondary vocational students' academic achievement can be attributed positively, improve their academic achievement motivation level, and ultimately promote their academic achievement. Based on Weiner's attribution theory, this study selected secondary vocational students from Shangdu County Vocational and Technical School as the research objects, and used the Learning motivation scale (MSMTT), the Multidimensional multiple Attribution causality scale (MMCSS) as the research tool and teachers. The secondary vocational students and their parents were interviewed, the qualitative and quantitative methods were used to analyze the attribution of secondary vocational students' academic achievement, and the positive attribution training was carried out. At the same time, it also improves the academic achievement of secondary vocational school students. Found: 1. The motivation of secondary vocational school students' academic achievement is positively related to their academic achievement. Secondary vocational students with high motivation of academic achievement generally have higher academic achievement than those with low motivation of academic achievement. 2. The attribution scores of secondary vocational school students from high to low are effort, luck, ability and situation. 3. After positive attribution training, the attribution scores of secondary vocational students in the experimental class from high to low are effort, ability, luck and situation. To correctly guide the secondary vocational students' positive attribution of academic achievement and to improve the students' achievement motivation can improve their academic achievement. The low motivation of academic achievement is attributed to the lack of ability of the secondary vocational students, less confidence in learning. Low motivation for academic achievement is attributed to bad luck secondary vocational students, lack of confidence in future learning. The secondary vocational students who attribute their academic achievement motivation to the situation lack confidence in their future study.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G442;G715.5

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本文編號：1914432