小学生学习动机的培养:五年追踪研究  

The Cultivation of Primary School Students’ Learning Motivation:a Five-year Longitudinal Study

作　　者：贾小娟[1] 胡卫平[1,2] 武宝军[1] 

机构地区：[1]陕西师范大学教师专业能力发展中心,西安710062 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2012年第2期184-192,共9页Psychological Development and Education

基　　金：教育部新世纪优秀人才支持计划(NCET-10-0535);教育部哲学社会科学研究重大课题攻关项目:拔尖创新人才成长规律与培养模式研究(11JZD040);教育部人文社会科学重点研究基地重大项目(07JJDXLX262)

摘　　要：采用聚合交叉研究设计,利用"学思维"活动课程,对某小学1～3年级学生的学习动机进行了4年的干预培养,停止培养一年后,再次收集了数据,分析了变化趋势、即时效果及其长时效应。结果表明:(1)随着年龄的增大,儿童的表层动机和成就动机呈下降趋势;深层动机呈先上升后下降的趋势;(2)男生的表层动机和成就动机都高于女生;(3)年级越高,表层动机、深层动机和成就动机越低;(4)培养一年后,实验组学生的深层动机显著高于控制组,且长时效应显著。The present study adopted cross-sequential design, explored the changing trends of primary school students’ learning motivation and the effects of the ＂Learn to Think＂ curriculum. Participants were primary school students from Grade 1 to Grade 3, who were randomly ascribed to experimental and control groups. Experimental group students attended the LTT for four years, and the delayed effects were measured one year after terminating the intervention. The results suggested that （1） the surface motivation and achievement motivation showed a descending trend, while the deep motivation showed an ascending first and then descending trend. （2） Boys’ surface motivation and achievement motivation were significantly higher than that of girls. （3） The higher the grade was, the lower children’s surface motivation, deep motivation and achievement motivation were. （4） After one-year intervention, the experimental group students’ deep motivation was significantly higher than the control group students’, and delayed effects were significant.

关 键 词：小学生 学习动机 追踪研究 多层线性模型 

分 类 号：G441[哲学宗教—心理学]