高中生学习动机及其影响因素分析  

The Influencing Factor of Learning Motivation of Senior High School Students

作　　者：周仁会[1] 王钢[1] 郭成[1] 

机构地区：[1]西南大学教育科学研究所,重庆400715

出　　处：《中国学校卫生》2007年第9期790-791,793,共3页Chinese Journal of School Health

基　　金：全国教育科学"十五"规划重点课题(编号:DBA030082)

摘　　要：目的探讨高中生学习动机的影响因素,为高中生学业指导提供依据。方法使用"学习动机量表(LM)"、"教师期望量表(TEQ)"、"教养方式量表(EMBU)"、"社会支持量表(SSQ)"以及"中学生心理素质量表(AQ)"中的自信心、责任感维度对340名高中生进行测定。结果高中生3种类型学习动机均处于中等以上水平,深层型动机得分明显高于表面型动机和成就型动机。表面型动机与专制呈显著正相关,与教师态度呈显著负相关;深层型动机与教师行为、社会支持、权威、自信心和责任感呈显著正相关,与放任呈显著负相关;成就型动机与教师行为、权威、专制、自信心、责任感呈显著正相关,与放任呈显著负相关。专制、教师态度可以作为表面型动机的预测变量,预测力为9%;权威、责任感、教师态度、自信心可以作为深层型动机的预测变量,预测力为15%;责任感、专制、放任可以作为成就型动机预测变量,预测力为11%。结论各因素对高中生不同类型学习动机有不同影响,在教学实践中应有针对性。Objective To explore the influencing factor of learning motivation of senior high school students, and to provide evidence for guiding their study. Methods 340 senior high school students were investigated by LM, TEQ, EMBU, SSQ and AQ. Results The score of all the students in three types of motivation（deep motivation, surface motivation and achievement motivation） were above the medium level, and the score of deep motivation was significantly higher than that of the other two. Surface motivation was passively correlated with autocratic parenting style, and negatively con＇elated with teacher attitude; deep motivation was passively correlated with teacher behavior, social support, authoritative parenting style, self-confidence and sense of responsibility, and negatively correlated with indulgent parenting style; while achievement motivation was passively correlated with teacher behavior, authoritative parenting style, autocratic parenting style, self-confidence and sense of responsibihty. As for surface motivation, autocratic parenting style and teacher attitude had 9% predictive effects; as for deep motivation, authoritative parenting style, sense of responsibility, teacher attitude, and self-confidence had 15% predictive effects; and as for achievement motivation, sense of responsibility, autocratic parenting style, and indulgent parenting style had 11% predictive effects. Conclusion Each factor has different influence on the three types of motivation, so attentions should be paid to it in teaching practice.

关 键 词：学习 动机 因素分析 统计学 学生 

分 类 号：R179[医药卫生—妇幼卫生保健] R395.6[医药卫生—公共卫生与预防医学]