【作者】 祁畅；

【导师】 周爱保；

【作者基本信息】 西北师范大学 ， 应用心理学， 2006， 硕士

【摘要】 动机指激发和维持有机体的行动，并使该行动朝向一定目标的心理倾向或内部驱力，被认为是决定行为的内在动力。作为动机研究的一个重要分支，学习动机的研究在教育界和心理学界广泛开展。学习动机是指由学习需要引起的，激发、推动学生进行学习活动，并达到一定学习目标的内部心理倾向动力，是直接推动学生进行学习的内部动因，是制约学习行为和学习质量的关键因素，其形成和发展受多种因素的影响。本研究通过问卷调查法和访谈法，以城市、县城、乡村的从初中一年级到高中三年级的来自五所学校的750名中学生为研究对象，运用一定的量表，探讨了城市、县城和乡村中学生的学习动机因素的特征与发展趋势；中学生情绪因素、自我认知和自我评价因素、社会文化因素的特征与发展趋势、及其对中学生学习动机因素的影响；并建构了中学生学习动机对情绪、自我认知和自我评价、社会文化因素的简单回归模型。研究结果如下：(1)在性别因素上，学习动机因素中的成就动机指标存在显著的性别差异，表现为女生的成就动机要高于男生的成就动机；情绪因素中的忧虑烦恼指标存在显著的性别差异，表现为男生的忧虑烦恼要高于女生的忧虑烦恼；社会文化因素中的父母教养方式指标存在显著的性别差异，表现为女生的评价要高于男生的评价。(2)年级和家庭居住地在中学生学习动机、情绪、自我认知和自我评价、社会文化因素上有显著的交互作用。(3)初中学生学习动机因素在家庭居住地因素上不存在显著差异，高中学生学习动机因素中的成就动机指标在家庭居住地因素上存在显著差异。(4)中学生情绪、自我认知和自我评价、社会文化因素和学习动机的简单回归模型反映出中学生学习动机在不同程度上受到情绪、自我认知和自我评价、社会文化因素的影响。更多还原

【Abstract】 Motivation is the energizing and directing of behavior, the force behind our yearning for food, our longing for sexual intimacy, our desire to achieve, our need to belong. It is considered to be the internal energy of behavior. As an important branch of motivation study, the study of academic motivation is developing widely in education and psychology fields. Academic motivation is the tendency to find school-related activation meaningful and worthwhile and therefore to attempt to get the maximum benefit from them. It is the key factor of restricting academic behaviors and academic quality, and which forming and developing is influenced by a great deal of factors. Understanding the relationship between emotion, self-knowing and self-evaluation, social-culture factors and academic motivation may be central to developing more effective teaching strategies.Academic motivation is a key determinant of academic performance and deserves closer attention. The current research was designed to examine how emotion, self-knowing and self-evaluation, social-culture factors may relate to individual differences in middle and high school students’ academic motivation. Seven hundred and fifty middle and high school students from the city, the county and the country completed a questionnaire, and twelve of them were interviewed, measuring: (a) the characteristics and developing directions of their academic motivation. (b) the characteristics and developing directions of their emotion, self-knowing and self-evaluation, and social-culture factors and the influence on academic motivation. At last the simple regression model was found.The results indicated that:First, in the aspect of sex, (a) achievement motivation in academic motivation variable differs significantly, that is, achievement motivation of girls is higher than that of boys. (b) Apprehension in emotion variable differs significantly, that is, apprehension of boys is higher than that of girls. (c) parental rearing pattern in social-culture factors variable differs significantly, that is, the evaluation of girls is higher than that of boys.Second, there is significant interaction between sex and family places in aspects of academic motivation, emotion, self-knowing and self-evaluation, and social-culture factors.Third, in the aspect of family places, academic motivation variable of middle school students does not differ significantly; however, achievement motivation in academic motivation variable of high school students differs significantly.Fourth, our regression analyses further clarify the nature of the relationships between emotion, self-knowing and self-evaluation, social-culture factors and academic motivation.Results are discussed in relation to the relevant literature.更多还原