课堂目标导向对学习成功感的影响研究  

The Effects of Classroom Goal Orientations on Feelings of Academic Success

作　　者：杨秀君[1] 

机构地区：[1]上海大学社会科学学院,上海200444

出　　处：《心理发展与教育》2012年第6期618-624,共7页Psychological Development and Education

基　　金：上海市哲学社会科学规划教育学课题;上海市教育科学研究重点项目(A1102)

摘　　要：该研究以成就目标理论为指导,实证探索不同课堂目标导向对学习成功感的影响。以170名初二学生为被试,在数学课上通过不同的目标导向教学,创造出不同的目标情境,即课堂掌握目标情境、课堂成绩-趋近目标情境和课堂结合目标情境,以研究不同课堂目标导向对学生学习成功感的影响。结果表明:(1)在课堂上创造不同的目标情境具有可行性和重要性;(2)教学干预后,三个实验班学习成功感显著高于对照班;(3)经过教学干预,三个实验班学习成功感有显著提高,而对照班学习成功感前后测无显著差异。研究表明三种课堂目标情境均有助于提高学习成功感。从总体上看,研究的结果支持多重目标理论。Under the guidance of achievement goal theories, the causal effects of different classroom goal orientations on students＇ feelings of academic success were assessed in a randomized experiment involving 170 students in Grade 8. With different goal orientations, we created different classroom goal contexts （mastery, performance-approach, combined mastery/performance-approach） in mathematics classrooms. Study revealed： It＇ s manipulable and significant for us to create different classroom goal contexts. Significant differences favored tutored students. All the three experimental groups exhibited significantly higher posttest scores than pretest, as well as higher posttest scores than the control groups＇. The experimental research proved that the three classroom goal conditions had significant effects on students＇ feelings of academic success. Overall, there was a greater support for the multiple goal perspective in comparison to the traditional perspective.

关 键 词：课堂目标导向 多重目标理论 学习成功感 

分 类 号：G441[哲学宗教—心理学]