成就目标定向对听障学生学习投入的影响机制研究  

The Effect of A chievement Goal Orientation on the Learning Engagement of Students with Hearing Impairment

作　　者：刘在花[1] LIU Zaihua(Department of Moral Edueation,Psychology and Special Education,National Instiute of Education Sciences,Beijing,00088)

机构地区：[1]中国教育科学研究院德育与心理特教研究所,北京100088

出　　处：《中国特殊教育》2021年第1期37-43,共7页Chinese Journal of Special Education

基　　金：中国教育科学研究院中央级公益性科研院所基本科研业务费专项资助“听障学生学习投入现状、形成机制、影响效果及干预研究”(项目编号:GYC2020002)成果

摘　　要：以456名3-9年级听障学生为被试,采用问卷调查法考察了听障学生学习投入现状以及学习投入与成就目标定向、学业自我效能感之间的关系。结果发现,绝大多数听障学生学习投入状况较好;学业自我效能感在成绩趋近目标和学习投入关系之间发挥完全中介作用,在掌握回避目标和学习投入关系之间发挥部分中介作用,在成绩回避目标和学习投入关系之间发挥完全中介作用。This study explored the status quo of the learning engagement of students with hearing impairment as well as its relationship with achievement goal orientation and academic self-efficacy. Four hundred and fifty six students with hearing impairment from Grades 3 to 9 participated and the questionnaire method was adopted. The results showed that the great majority of students with hearing impairment demonstrated good learning engagement. Academic self-efficacy played a complete mediating role between performance-approach goal and learning engagement, a partial mediating role between mastery-avoid goal and learning engagement, and a complete mediating role between performance-avoid goal and learning engagement.

关 键 词：听障学生 成就目标定向 学习投入 学业自我效能感 

分 类 号：G762[文化科学—特殊教育学]