教师自评自主支持和班级目标结构对学生学习成绩的影响  

The Research of Autonomy Support and Classroom Goal Structures of Teachers' Self-assessment Impacting On the Students' Achievement

作　　者：孙灯勇[1] 王梅[2] 满丛英 

机构地区：[1]武汉理工大学心理健康教育中心,武汉430079 [2]武汉商贸职业学院经济管理学院,武汉430205

出　　处：《心理研究》2014年第5期93-96,共4页Psychological Research

基　　金：中央高校基本科研业务费专项资金(2011-lb-034)

摘　　要：依据自我决定论和成就目标理论,本研究探讨了教师自评的自主支持和班级目标结构对学生学习成绩影响的交互效应。研究结果表明,教师自评的自主支持和掌握班级目标结构的交互作用对学生的学习成绩具有显著的负向预测作用;教师自评的自主支持和表现班级目标结构的交互作用对学生的学习成绩具有显著的正向预测作用。In the light of the self determination theory and achievement goal theory, we researched the interaction of autonomy support and classroom goal structures of teachers＇ self-assessment on the students＇ achievement. The results indicated that the interaction of autonomy support and master classroom goal structures had important influence negatively, and the interaction of autonomy support and performance classroom goal structures had important influence positively.

关 键 词：自主支持 班级目标结构 学习成绩 

分 类 号：B844.2[哲学宗教—发展与教育心理学]