中学生成就动机的发展特点研究  

A STUDY ON THE DEVELOPMENT CHARACTERISTICS OF ACHIEVEMENT MOTIVATION IN ADOLESCENTS

作　　者：沃建中[1] 黄华珍[1] 林崇德[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理学报》2001年第2期160-169,共10页Acta Psychologica Sinica

基　　金：国家教育部"九五"重点规划课题"中小学生心理素质的建构与培养研究"的部分工作。

摘　　要：本研究用量表法对６５２名中学生的成就动机从四个角度进行研究，结果表明，随着年级的上升，成就归因、自主性动机、自我效能、成就目标基本保持平稳的发展趋势，但在不同的维度上，其发展变化趋势和水平各有不同，所起的作用也不同，自我效能与掌握目标是中学生的主要学习动力。This research was designed to aim at exploring the development characteristics of hierarchical achievement motivations and the structure models using 4 measurements of academic achievement attribution, autonomic motivation, fancy self-efficacy and learning goals among 652 student subjects from two high schools, the results were as follows: 1 There was stable development of internal and controllable efforts and external uncontrollable task difficulties with the increase of school grades; students attribute their academic achievements to their abilities increase, but decreases at Grade 3, then it increases again at Grade 4,5 & 6; about luck-attribution, there are two highpoints at Grade 2 & 4, the rest goes according to the same direction; on the whole, at the time of high school, the student' s academic achievement attributions are in the following order: internal and controllable efforts, internal uncontrollable abilities, external uncontrollable task difficulties and luck. 2 Autonomic motivation factors keep stable basically in the development direction at the whole high school period; but there are different development levels at different dimensionalities, at the choice of task difficulties, the students in Grade 3 & 6 intend to choose easy tasks, and the rest for the opposite; about their ambitions, the level is unstable: in Grade 2 & 6 it is at the highest point, in Grade 3, near to the point and Grade 5, is at the lowest point; as to emotion, Grade 1, 3 & 6 are at the highest level, but Grade 2 & 5, at the lowest level; gender main domino effects are not salient at the 4 dimensionalities; The affected functions of grade and gender are only lying in emotion. 3 It is basically stable that the development of efficacy goes; but with the increase of school grades, it gradually decreases from Grade 1 to 4, and from Grade 4, it increases again; the level of creative efficacy in 6 years is not high, from the change of grade, it decreases from grade I to 3, but increases at Grade 4, it decreases again to Grade 6; t

关 键 词：中学生 成就动机 成就归因 自主性动机 自我效能 成就目标 

分 类 号：B844.2[哲学宗教—发展与教育心理学]