亲子依恋与师生关系对中学生掌握目标定向学习动机影响的追踪研究  

The Effects of Parent-Child Attachment and the Teacher-Student Relationship on Students' Mastery Goals:A Longitudinal Study

作　　者：侯金芹[1] 陈桂娟 

机构地区：[1]中国教育科学研究院德育心理与特殊教育研究所,北京100088 [2]青岛市黄岛区教育发展研究中心,青岛266400

出　　处：《中国特殊教育》2017年第4期79-84,共6页Chinese Journal of Special Education

基　　金：中国教育科学研究院2016年度基本科研业务费专项基金个人课题"感恩品质对中学生学习动机影响的追踪研究"(课题批准号:GYI2016102)的成果之一

摘　　要：掌握目标定向的学习动机对中学生学习的促进效应体现在学习态度、学习策略、学习行为以及学习情绪等各方面,已被证实是一种积极有效的学习动机。然而探讨掌握目标定向学习动机的发展轨迹以及影响因素的研究尚需深入,本研究采用追踪数据从生态系统模型的角度出发考察亲子依恋与师生关系对中学生掌握目标定向学习动机的影响,521名初一学生参加了为期一年的追踪研究。研究发现中学生掌握目标定向的学习动机随年龄呈现下降的趋势。亲子关系对中学生掌握目标定向学习动机的影响大于师生关系的影响。并且,师生冲突会削减亲子信任对中学生掌握目标定向学习动机的促进效应。Mastery goals, which contribute to students＇ learning attitudes, learning strategies, learning behaviors, and learning emotions, have been proven to be positively effective, but few studies explore the trajectory of mastery goals and the factors that influence them. The present study, based on longitudinal data and a model of ecosystem, aims to explore the effects of parent-child attachment and the teacber-student relationship on students＇ mastery goals, by testing 521 first-year lower secondary school students, who were asked to participate in a one-year-long longitudinal study. The results show the following： The students＇ mastery goals tended to decline with age; parent-child attachment had a greater effect on their mastery goals than the student-teacher relationship; and the teacher-student conflicts deteriorated the positive effect of parent-child trust on the students＇ mastery goals.

关 键 词：亲子依恋 师生关系 掌握目标定向 追踪研究 

分 类 号：G442[哲学宗教—心理学]