动机归因理论在成人学习中的应用  

Attributional Theory of Achievement Motivation Applied in Adult Learning

作　　者：张兴红[1] 

机构地区：[1]浙江大学教育学院

出　　处：《社会心理科学》2006年第1期67-70,共4页Science of Social Psychology

摘　　要：随着我国终身教育和学习化社会进程的推进,成人学习者的继续学习对社会发展具有重要意义。但由于在实际学习过程中存在着不可避免的学习障碍,成人学习者在遇到学习困难时的归因倾向直接影响他们的学习动机和学习效率。本文以韦纳的动机归因理论为基础,将着重阐述成人学习动机特点、成人学习动机归因中的现状及问题,并从成人教育者出发提出促进成人学习者恰当归因的建议,从而促进他们学习动机的增强。With the fast development of the lifelong education and building a learning society in our country, the continual learning of the adult learners has a great significance for the social development. However, because of the unavoidable obstacles in their actual learning, the adults＇ attributive inclination as they encounter the learning difficulties might influence their learning motivation and efficiency. This article is based on Weiner＇s attribution theory of achievement motivation, focuses its highlight on the characteristics of the adult learners＇ learning motivation and their present status as well as the problems in their attribution, and provides some suggestions to facilitate the adult learners＇ to make proper attributions starting from their own educational reality, so as to strengthen their learning motivation.

关 键 词：成人学习者 学习动机 学习归因 

分 类 号：G444[哲学宗教—心理学]