高职生自我决定动机与学习投入的关系研究  

Research on the Relationship between Self-determination Motivation and Learning Engagement of Higher Vocational Colleges Students

作　　者：徐大真[1] 肖艳双[1] 

机构地区：[1]天津职业技术师范大学,天津300222

出　　处：《职业技术教育》2013年第22期69-73,共5页Vocational and Technical Education

基　　金：教育部人文社会科学研究项目<职业技术教育领域中基于JDR理论的倦怠模型与干预研究>(10YJAZH096);主持人:徐大真

摘　　要：采用自我决定动机量表(AMS-C)和学习投入量表(UWES-S),对天津市209名高职生进行调查发现:高职生自我决定学习动机处于由外部向内部转化的关键期;其学习动机发展依次是外部调节,认同,刺激,认识动机,成就,内摄和无动机;男生的内部动机水平显著高于女生;高职生学习投入处于中等偏上水平,学习投入维度依次为奉献、专注、活力;男生的学习投入程度显著高于女生;自我决定组学习投入显著高于非自我决定组。因此,依据学生自我决定动机发展的特点,实施个别化教学策略,加强高职生内部动机的激发与培养是提高职业教育质量的路径之一。Survey on higher vocational college students by self-determination motivation scale （AMS-C） and learning engagement scale （UWES-S） on 209 higher vocational college students in Tianjin, and the results showed that： the self-determined motivation of higher vocational students is in the critical period of transformation from the outside to the inside; the development of its motivation followed external regulation, identity, stimulation, knowing the motivation, achievement, internalization and motivation; boys＇ internal motivation level was significantly higher than girls; students＇ learning engagement is in the middle level, learning engagement dimensions were dedication, focus, vitality; boys＇ learning involvement was significantly higher than girls; the self-determination group learning engagement was significantly higher than the group of non-self-determination. Correlation and regression analysis showed that, internal motivation can be a significant predictor of positive learning engagement. Therefore, according to the students＇ self-determined motivation characteristics, higher vocational colleges should implement individualized teaching strategies to strengthen the inner motivation of students.

关 键 词：高职生 自我决定动机 学习投入 内部动机 

分 类 号：G715[文化科学—职业技术教育学]