本文關(guān)鍵詞：中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表的編制　出處：《南京師范大學(xué)》2011年博士論文　論文類型：學(xué)位論文

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【摘要】：學(xué)習(xí)動(dòng)機(jī)是引起、維持學(xué)生學(xué)習(xí)行為并使之趨向既定目標(biāo)的動(dòng)力傾向。沒(méi)有學(xué)習(xí)動(dòng)機(jī),也就沒(méi)有學(xué)習(xí)行為。正由于學(xué)習(xí)動(dòng)機(jī)在學(xué)習(xí)活動(dòng)中有如此重要的作用,所以自教育心理學(xué)這門學(xué)科問(wèn)世以來(lái),心理學(xué)家們就從來(lái)沒(méi)有停止過(guò)對(duì)學(xué)習(xí)動(dòng)機(jī)的研究和探討,涌現(xiàn)了形形色色的學(xué)習(xí)動(dòng)機(jī)理論,也留下了許多堪稱經(jīng)典的實(shí)驗(yàn)研究范例。但這么多年來(lái),關(guān)于學(xué)習(xí)動(dòng)機(jī)的研究一般都集中在解決“為什么有動(dòng)機(jī)”這樣的問(wèn)題,而很少有人問(wèn)津“為什么沒(méi)有動(dòng)機(jī)”即“動(dòng)機(jī)缺失”的問(wèn)題。直到20世紀(jì)90年代,國(guó)外學(xué)者開始集中關(guān)注這一問(wèn)題并進(jìn)行了有關(guān)實(shí)證與理論研究。因此,與主流學(xué)習(xí)動(dòng)機(jī)研究較為漫長(zhǎng)的時(shí)間相比,關(guān)于學(xué)習(xí)動(dòng)機(jī)缺失的研究應(yīng)該說(shuō)是一項(xiàng)比較新的課題了。當(dāng)前學(xué)校中,老師們最感棘手的問(wèn)題之一就是有相當(dāng)一部分學(xué)生“不愛(ài)學(xué)習(xí)”,即學(xué)習(xí)動(dòng)機(jī)缺失,這個(gè)問(wèn)題也一直是困擾很多學(xué)生家長(zhǎng)的一道難題。學(xué)習(xí)動(dòng)機(jī)缺失問(wèn)題已成為我國(guó)學(xué)校教育領(lǐng)域一個(gè)突出和重要的問(wèn)題。近十年來(lái),我國(guó)陸續(xù)有研究者在教育實(shí)踐中注意到了學(xué)習(xí)動(dòng)機(jī)缺失現(xiàn)象,開始對(duì)此問(wèn)題進(jìn)行研究。但在國(guó)內(nèi)權(quán)威或核心的心理學(xué)刊物上都看不到關(guān)于“學(xué)習(xí)動(dòng)機(jī)缺失”的研究論文,所有關(guān)于學(xué)習(xí)動(dòng)機(jī)缺失的研究都發(fā)表在教育類期刊雜志上。它們有著一個(gè)共同的特點(diǎn),即,在這些研究中看不到對(duì)國(guó)外同類文獻(xiàn)的研究綜述,也缺乏明確的心理學(xué)理論基礎(chǔ),對(duì)學(xué)習(xí)動(dòng)機(jī)缺失也沒(méi)有給出明確的概念界定和結(jié)構(gòu)探討,僅僅是對(duì)教育實(shí)踐中出現(xiàn)的學(xué)習(xí)動(dòng)機(jī)缺失現(xiàn)象進(jìn)行經(jīng)驗(yàn)性的描述與解釋,或者借用幾個(gè)動(dòng)機(jī)心理學(xué)的名詞進(jìn)行解釋,都不是嚴(yán)格意義上的心理學(xué)研究。因此,對(duì)學(xué)習(xí)動(dòng)機(jī)缺失問(wèn)題進(jìn)行研究具有理論和實(shí)踐的雙重意義。而學(xué)習(xí)動(dòng)機(jī)缺失的測(cè)量和評(píng)估應(yīng)該是學(xué)習(xí)動(dòng)機(jī)缺失研究中的一個(gè)關(guān)鍵問(wèn)題。因?yàn)樗粌H反映了研究者對(duì)學(xué)習(xí)動(dòng)機(jī)缺失內(nèi)涵、結(jié)構(gòu)的理解,還為進(jìn)一步大規(guī)模的實(shí)證研究奠定了基礎(chǔ),更為我們了解個(gè)體學(xué)習(xí)動(dòng)機(jī)缺失的狀態(tài)、類型以及影響學(xué)習(xí)動(dòng)機(jī)缺失的各種因素及其作用機(jī)制提供了可能。因此本研究以“學(xué)習(xí)動(dòng)機(jī)缺失量表的編制”作為研究主題,以此作為學(xué)習(xí)動(dòng)機(jī)缺失研究的切入點(diǎn),可以以點(diǎn)帶面,提高研究功效。 研究共分六章。第一章為“研究概述”,主要闡述本研究的緣起、意義、目標(biāo)和方法。第二章為相關(guān)理論問(wèn)題的探討。這章對(duì)與編制中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表有關(guān)的理論問(wèn)題進(jìn)行一一探討,同時(shí)也是對(duì)與所討論問(wèn)題相關(guān)的文獻(xiàn)作出綜述。在此基礎(chǔ)上,提出本論文作者對(duì)這些問(wèn)題的具有創(chuàng)新性的基本看法,同時(shí)指出本研究的一些基本前提,確立學(xué)習(xí)動(dòng)機(jī)缺失量表初步的理論框架,并制定學(xué)習(xí)動(dòng)機(jī)缺失量表編制的原則,為編制學(xué)習(xí)動(dòng)機(jī)缺失量表作理論準(zhǔn)備。第三章為中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表的編制。這章為本研究之重點(diǎn),比較詳細(xì)地描述了編制學(xué)習(xí)動(dòng)機(jī)缺失量表的全過(guò)程。首先,根據(jù)作者提出的學(xué)習(xí)動(dòng)機(jī)缺失結(jié)構(gòu)理論構(gòu)想,以及對(duì)部分中學(xué)生與中學(xué)教師的開放式問(wèn)卷調(diào)查、借鑒國(guó)外有關(guān)量表對(duì)測(cè)題進(jìn)行收集,在此基礎(chǔ)上編制了中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表第一稿。經(jīng)試用后對(duì)量表進(jìn)行修改,然后進(jìn)行下一輪測(cè)試。經(jīng)過(guò)一次次不斷的試測(cè)、分析、測(cè)題的反復(fù)修改,最終確立了學(xué)習(xí)動(dòng)機(jī)缺失量表的結(jié)構(gòu),并經(jīng)驗(yàn)證性因素分析得以證實(shí)。經(jīng)項(xiàng)目分析、信度和效度檢驗(yàn),得到了具有良好測(cè)量學(xué)特征的學(xué)習(xí)動(dòng)機(jī)缺失量表。第四章為中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表的應(yīng)用。量表試用的過(guò)程也是對(duì)量表質(zhì)量、特性的再檢驗(yàn)過(guò)程,因此從某種程度上講它也是對(duì)第三章的進(jìn)一步完善。本章以已編制成的學(xué)習(xí)動(dòng)機(jī)缺失量表為工具,對(duì)蘇南、蘇中、蘇北三地的中學(xué)生樣本進(jìn)行了測(cè)試,揭示了當(dāng)前江蘇省中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失的現(xiàn)狀以及不同地區(qū)、年級(jí)、性別、學(xué)習(xí)成績(jī)水平學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失水平狀況。此外,還檢驗(yàn)了父母、教師、同伴的自主、勝任、歸屬支持以及父母文化程度、父母職業(yè)、家庭經(jīng)濟(jì)收入等等因素對(duì)學(xué)習(xí)動(dòng)機(jī)缺失的影響。同時(shí),對(duì)于每個(gè)地區(qū)的樣木都進(jìn)行了驗(yàn)證性因子分析,結(jié)果均表明,學(xué)習(xí)動(dòng)機(jī)缺失量表具有良好的構(gòu)想效度。測(cè)量等同性檢驗(yàn)表明,該量表同時(shí)適用于男、女兩性被試以及江蘇省不同地區(qū)的被試樣本。第五章為總討論。這章在量表應(yīng)用的基礎(chǔ)上對(duì)該量表的結(jié)構(gòu)、量表的各種特性作進(jìn)一步分析和探討。指出量表的特點(diǎn)與作用,為人們提供量表使用指導(dǎo)。另外,還探討了學(xué)習(xí)動(dòng)機(jī)缺失學(xué)生的教育與訓(xùn)練策略問(wèn)題。第六章為總結(jié)和展望。這章對(duì)本研究進(jìn)行了總結(jié),指明了研究的創(chuàng)新之處和特色,并對(duì)研究中存在的不足進(jìn)行了探討,對(duì)今后的進(jìn)一步研究方向作出了展望。 本研究對(duì)學(xué)習(xí)動(dòng)機(jī)缺失的操作性定義、學(xué)習(xí)動(dòng)機(jī)缺失的結(jié)構(gòu)、學(xué)習(xí)動(dòng)機(jī)缺失的影響因素等問(wèn)題提出了自己獨(dú)特的理論見解,在此基礎(chǔ)上形成了關(guān)于學(xué)習(xí)動(dòng)機(jī)缺失的理論構(gòu)想。本研究的最主要成果是由研究者編制的符合各方面測(cè)量學(xué)要求的“中學(xué)生學(xué)習(xí)動(dòng)機(jī)缺失量表”,國(guó)內(nèi)目前尚無(wú)同類量表。該量表的編制不僅為大規(guī)模的學(xué)習(xí)動(dòng)機(jī)缺失調(diào)查、為學(xué)習(xí)動(dòng)機(jī)缺失的影響機(jī)制研究提供了科學(xué)、方便、快捷的工具,而且,為學(xué)生個(gè)體了解自身學(xué)習(xí)動(dòng)機(jī)缺失狀況提供了可能。根據(jù)量表結(jié)果,可以對(duì)學(xué)生開展有針對(duì)性的學(xué)習(xí)指導(dǎo)與教育干預(yù),重新激發(fā)起學(xué)生的學(xué)習(xí)動(dòng)力。
[Abstract]:Learning motivation is caused by power tend to maintain students' learning behavior and the tendency to the target. No motivation, no learning behavior. Because learning motivation has such an important role in learning activities, so the discipline of psychology education since the advent, psychologists have never stopped research and Discussion on the emergence of the learning motivation, learning motivation theory of every hue, but also left many classic examples of experimental research. But over the years, the research on learning motivation generally focused on solving the "why motivated" such problems, and few people interested in "why no motivation" or "lack of motivation" the problem. Until 1990s, foreign scholars began to focus on this issue and the relevant theoretical and empirical research. Therefore, with the mainstream learning motivation research Compared to the long time, the lack of research on learning motivation should be said is a relatively new subject. The current school teachers, one of the most difficult problems is a considerable part of the students do not love learning, namely the lack of learning motivation, this issue has been a problem that bothers many parents the problem of the lack of learning motivation. School education has become China's a prominent and important problem. In the past ten years, Chinese researchers have paid attention to in the practice of education learning motivation lack to study this problem. But in the domestic authority or the core journals in psychology are not see a research paper on "learning motivation, learning all about the lack of lack of motivation research are published in educational journals and magazines. They have a common characteristic, that is, in these studies do not see in foreign countries Review of similar documents, but also the lack of clear theoretical basis of psychology, lack of learning motivation also did not give a clear definition of the concept and structure, is just a description and explanation of empirical motivation missing phenomenon in educational practice, a noun or borrows several motivational psychology to explain psychology research is not strictly the double meaning. Therefore, it is of great theoretical and practical research on learning motivation and learning motivation problem. The lack of measurement and assessment of learning should be a key problem of lack of motivation in. Because it not only reflects on the lack of learning motivation of connotation, the understanding of the structure, but also lay the foundation for empirical research further large-scale studies, the more we understand the individual learning motivation missing status, types and various factors affecting the lack of learning motivation Provides the possibility and mechanism. Therefore this research take "scale" lack of learning motivation as the research topic, taking this as a starting point, on the lack of learning motivation can to improve research efficiency.
The research is divided into six chapters. The first chapter is "research", mainly expounds the origin, the research significance, objectives and methods. The second chapter is to explore the relevant theoretical issues. This chapter of the lack of learning motivation scale theory problems on the one-to-one discussion and preparation of middle school students, but also to discuss the relevant literature make a summary. On this basis, the author of this thesis is to put forward these problems with innovative basic views, pointing out some of the basic premise to establish learning motivation scale, the lack of a preliminary theoretical framework, and develop the learning principle of lack of motivation scale, learning motivation scale, lack of theoretical preparation for the preparation the third chapter is compiled. Lack of motivation scale for middle school students. This chapter is the study of this research focus, a more detailed description of the development of learning motivation lack of scale of the whole process. Firstly, according to the authors. Lack of learning motivation structure theory conceived, and the open questionnaire part of the middle school students and middle school teachers, foreign related scale test were collected on the basis of the preparation of the middle school students' learning motivation deficiency scale first draft. After the trial of the scale changes, then the next round after the test. A continuous test, analysis, revision test, finally established learning structure lack of motivation scale, and were confirmed by confirmatory factor analysis. Through item analysis, reliability and validity, has been a feature of a good measurement of learning motivation scale. The fourth chapter is the lack of application of middle school students lack of learning motivation scale. The scale of the trial process is the quality of the property table, re examination process, so to some extent it is on the third chapter. In this chapter, the further improvement has been made. Lack of learning motivation scale, in South of Jiangsu, Jiangsu, Northern Jiangsu three middle school students were tested with a sample of high school students in Jiangsu Province, reveals the current status and the lack of learning motivation in different areas, gender, grade, academic level students lack of motivation level conditions. In addition, also test the parents, teachers, peer independent, competent, belonging support and education level of parents, parents occupation, family income and so on factors of learning motivation lack. At the same time, for each region of the sample trees were confirmatory factor analysis, the results showed that the lack of learning motivation scale has good construct validity. Measurement equivalence test showed that this scale is suitable for both male and female sexual subjects in different areas of Jiangsu province were tested samples. The fifth chapter is the general discussion. This chapter application based on quantity of structure of the scale, scale Various characteristics are further analyzed and discussed. Points out the characteristics and functions of scale, scale to provide guidance for people. In addition, also discusses the learning motivation of students' lack of education and training strategies. The sixth chapter is a conclusion and prospect. This chapter is a summary of the study, points out the research innovation and characteristics, and shortcomings in the research are discussed, prospected the further research direction in the future.
The study on the operational definition of lack of motivation, lack of motivation in learning structure, learning factors of lack of motivation put forward his unique theory, on the basis of the formation of the theory of ideas about learning motivation lack. The main results of this study is the measurement requirements the middle school students "lack of learning motivation scale", there is no similar scale. The scale is not only the lack of learning motivation for large-scale investigations, research on the influence mechanism of the lack of learning motivation and provide a scientific, convenient and efficient tool, and provides the possibility for individual students to understand their own lack of learning motivation. According to the questionnaire results, the students can be carried out according to the guidance of learning and education intervention, arouse students' learning motivation.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G635.5;G444

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 于向海;;國(guó)內(nèi)有關(guān)學(xué)習(xí)動(dòng)機(jī)缺失研究的綜述[J];北方文學(xué)(下旬);2012年11期

2 汪蘭;;語(yǔ)言學(xué)習(xí)“動(dòng)機(jī)缺失”研究綜述[J];文教資料;2013年08期

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本文編號(hào)：1382113