初中生学业延迟满足的发展特点及其相关因素研究  

Developmental Features and Related Factors of Academic Delay of Gratification in Middle School Students

作　　者：李晓东[1] 叶象新[1] 

机构地区：[1]深圳大学师范学院

出　　处：《社会心理科学》2006年第3期32-36,68,共6页Science of Social Psychology

摘　　要：用问卷法对194名初中生学业延迟满足的特点及相关因素进行了研究。结果表明:初中学生的学业延迟满足存在年级和性别差异,初二和初三学生的学业延迟满足水平明显低于初一学生,女生比男生的学业延迟满足能力高。课堂目标结构与学业延迟满足有显著关系,任务取向的课堂目标与学业延迟满足呈正相关关系;自我取向的课堂目标与学业延迟满足呈负相关关系。任务价值、自我效能与学业延迟满足呈正相关关系,学业延迟满足与学业成绩呈正相关关系。This study examined features and related factors of academic delay of Gratification （ADOG） in middle school students. 194 students responded to a questionnaire. The results showed that there were significant gender and grade differences of AGOG in middle school students. Both 8th graders＇ and 9th graders＇ ADOG were lower than 7th graders＇ ADOG. Girls＇ ADOG were higher than boys＇. Classroom goal structures were significant related to ADOG, taskoriented classroom goal was positive related to ADOG, while ego-oriented classroom goal was negative related to ADOG. Both task value and self-efficacy were positive related to ADOG. ADOG was positive related to academic achievement.

关 键 词：学业延迟满足 课堂目标结构 自我效能 任务价值 学业成绩 初中生 

分 类 号：G442[哲学宗教—心理学]