体育院系术科专项学生学业成就动机对技术学习投入的影响:自我效能感的中介作用  

Sports Academy Technical Subject Special Students'Academic Achievement Motivation and Technical Learning Engagement:Mediating Effect of Self-efficacy

作　　者：成波锦[1] 陈鹏 陈宇晟 CHENG Bojin;CHEN Peng;CHEN Yusheng(Department of Physical Education, Guangzhou Sports University, Guangzhou 510500, China;Sport of Department, Guangdong Polytechnic of Science and Trade, Guangzhou 510430, China;Department of Physical Education, Guangdong University of Finance, Guangzhou 510521, China)

机构地区：[1]广州体育学院体育教育学院,广州510500 [2]广东科贸职业学院体育部,广州510430 [3]广东金融学院体育教学部,广州510521

出　　处：《西南师范大学学报（自然科学版）》2022年第4期96-106,共11页Journal of Southwest China Normal University(Natural Science Edition)

基　　金：2019年广东省高等教育教学改革项目第353号;广州体育学院“创新强校”体育与社会发展创新团队研究成果.

摘　　要：为检验体育院系术科专项学生学业成就动机与技术学习投入之间的关系及自我效能感在二者之间的中介作用,依据自我效能感理论和成就动机理论,采用问卷调查法对广东省部分高校体育院系768名专项学生的学业成就动机、自我效能感和技术学习投入进行测量,运用相关、结构方程模型和Bootstrap等方法对调查数据进行统计与分析.结果显示:①学业成就动机、自我效能感和技术学习投入之间存在显著正相关;②学业成就动机正向影响自我效能感,自我效能感正向影响技术学习投入,并且自我效能感在学业成就动机和技术学习投入间起完全中介作用;③学业成就动机和技术学习投入维度的得分存在显著的性别差异,而自我效能感得分不存在性别差异.男生的学业成就动机得分高于女生,但男生的技术学习投入得分却低于女生;④学业成就动机、自我效能感和技术学习投入的维度得分存在显著的专业差异.体育教育专业学生在自我效能感和技术学习投入的维度得分高于运动训练专业学生,但其学业成就动机得分低于运动训练专业学生.认为体育院系术科专项学生学业成就动机不是直接影响其技术学习投入,而是通过自我效能感的强化才会更稳定、持久地影响技术学习投入;树立目标、榜样和情感激励、建立正确的归因方式、合理转换外部动机、优化动机结构以及积累成功体验等,有助于直接或间接改善体育院系术科专项学生学习目标不明确、上进心缺乏、成就动机和技术学习投入不足等问题.Studies have been done to test the relationship between academic achievement motivation and technical learning engagement of technical students in sports academy,and the mediating effect of self-efficacy between them.According to the theory of self-efficacy and achievement motivation,academic achievement motivation,the self-efficacy and technical learning investment of 768 students in sports academies of some universities in Guangdong Province were measured by questionnaire.The survey data were statistically analyzed by correlation,structural equation model and bootstrap.Results show that:1)There was a significant positive correlation among academic achievement motivation,self-efficacy and technical learning engagement;2)Academic achievement motivation positively affected Self-efficacy,Self-efficacy positively affected technical learning engagement,and self-efficacy plays a complete mediating effect between academic achievement motivation and technical learning engagement.It is concluded that the academic achievement motivation of sports Academy Technical Subject Special students'does not necessarily directly affect their technical learning engagement,but it can more stably and lastingly affect the technical learning engagement through the enhancement of their self-efficacy.And it is suggested that setting goals,role models and emotional motivation,establishing correct attribution mode,reasonably transforming external motivation,optimizing motivation structure and accumulating successful experience are helpful to directly or indirectly improve the problems such as insufficient engagement in technical learning.

关 键 词：学业成就动机 自我效能感 技术学习投入 体育院系 

分 类 号：B842[哲学宗教—基础心理学]