多重目标对大学生动机、情感和学业成绩的影响  

Multiple Goals on Motivational, Affective and Academic Performance among Chinese University Students

作　　者：陈萍[1] 陈陈[1] 

机构地区：[1]南京师范大学心理学院,南京210097

出　　处：《心理研究》2015年第1期85-94,共10页Psychological Research

基　　金：教育部人文社会科学研究一般项目(10YJCXLX002);江苏高校哲学社会科学研究项目(211060A5103)

摘　　要：根据多重目标理论,采用聚类分析法,以652名大学生掌握趋向目标和表现趋向目标的得分,将其划分为多重目标组、掌握目标组、表现目标组和低目标定向组,探讨多重目标理论在大学生群体中的适用性及其对大学生学业自我效能、内在学习动机、对学校的积极情感、一般积极情感以及学业成绩的影响。研究结果揭示:(1)多重目标组学生的上述变量的得分显著高于掌握目标组、表现目标组以及低目标定向组的学生;(2)掌握目标组和表现目标组学生的学业自我效能、学习内在动机水平显著高于低目标定向组。Based on the multiple goals perspective, this study examined the application of multiple goals theory among Chinese university students, particularly how different goal combinations were related to students＇ achievement-related motivational（intrinsic motivation and academic self-efficacy）, affective（positive affect at school and general positive affect） and behavioral（academic performance） outcomes. Six hundred and fifty-two university students from Lanzhou in China participated in the study and were classified into four markedly different groups of goal clusters according to their scores on mastery-approach and performance-approach. These were multiple goals group（high mastery-approach and high performance-approach goals）, mastery goal group（high mastery-approach and low performance-approach goals）, performance goal group（low mastery-approach and high performance-approach goals） and neither goal group（low mastery-approach and low performance-approach goals）. Research results showed that the students in the multiple goals group scored higher on academic self-efficacy, intrinsic motivation, positive affect at school,positive affect and anticipated achievement than those in other three groups. Although the multiple goals group showed equivalent levels of academic performance in last term with the performance group, it had higher academic performance than mastery and neither goal groups. In addition, the students in the mastery and performance goal groups scored higher on academic self-efficacy and intrinsic motivation than those in neither goal group, but had no significant differences on positive affect at school, positive affect and academic achievement from that of the neither goal group.

关 键 词：多重目标 内在动机 学业自我效能 积极情感 学业成绩 

分 类 号：B844.2[哲学宗教—发展与教育心理学]