【作者】 张建玲；

【导师】 毛晋平；

【作者基本信息】 湖南师范大学 ， 发展与教育心理学， 2004， 硕士

【摘要】 学习动机是教育心理学和学习心理学研究的重要课题之一。20世纪70年代末以来，社会认知取向的学习动机研究已逐渐成为这一领域的热点和前沿。在我国学习动机问题也受到了较多关注，但对大学生的研究较弱，从纵向角度对不同学历大学生学习动机的内容、结构研究更少。 本研究从社会认知角度，以我国的社会文化环境为背景，以高教改革，尤其是1999年以来的高校扩招为契机，采用自编的《大学生学习动机问卷》，对我国不同地区、不同高校的1832名大学生(括专、本、研)的学习动机特点进行调查分析，以期为不同学历大学生学习动机的教育培养工作提供客观依据和指导。研究结果表明： 1．研究采用自编的《大学生学习动机问卷》，经专家评定具有较好的内容效度，统计分析发现，其结构效度也较好；总问卷及各分量表的分半信度大多在0.70以上或接近0.70，Cronbach α系数也大多在0.70以上或接近0.70，基本达到统计测量学要求的标准。 2．扩招后，我国大学生(括专、本、研)的学习动机主要由6种主成分组成，按强度顺序依次为：报答、求知、就业与生活、成绩目标和消极回避型学习动机。 3．扩招后，我国大学生的学习动机在内容、结构上确实有所变化。主要表现有3，即：报答、求知、就业与生活和成绩目标是扩招后我国大学生的主要学习动机，且其多元化趋势更加明显；报答型动机是当前大学生最强烈的学习动机；动机的个人取向更强，社会属性较低。 4．大学生在动机因素1(就业与生活)、因素3(消极回避)、因素5(报答)和因素6(成绩目标)上存在显著的学历差异，在动机因素1、因素5和因素2上存在学历与专业的显著交互作用，在动机因素6上存在学历与性别的显著交互作用。 5．大学生在动机因素3(消极回避)上存在显著的专业差异。 6．大学生在动机因素2(求知)、因素5(报答)、因素4(社会奉献)上存在显著的性别差异。更多还原

【Abstract】 Learning motivation (L.M.) is one of the keen questions for study of Educational Psychology and Learning Psychology. Since the end of 1970s, to study L.M. from social cognitive perspective has been the forward position of this field. In our country, L.M. has been paid more attention. However, the studies about college and university students is comparatively weak, especially that of the structure of L.E..From the social cognitive perspective and with the higher educational reform, especially the enrollment expansion (E.E.) since 1999, this study adopting a self-designed questionnaire investigates the structure of L.E. of 1832 students of different colleges and universities in various regions. Through this study, we hope to provide a objective basis as well as guidance for the L.M. training of students with different higher educational backgrounds.The results are as following:1. Psychometric analysis shows that the questionnaire "L.M. for college and university students" achieves good level of content, structural validity and reliability, in which both of the split-half coefficient and Cronbach’s a coefficient are either above 0.70 or close to 0.70.2. After E.E., L.M. of college and university students is composed of 6 principle components. According to the degree of intensity, they can be arranged in such an order: repaying one’s family and parents, seeking knowledge, getting a job and living a life, pursuing performance, serving for society and passive motivation.3. After E.E., there are some changes in the content and structure of L.M. of the college and university students, which can be generalized as the following: the first, repaying one’s family and parents, seeking knowledge, getting a job and living a life, pursuing performance are chief L.M., which characteristic of multi-dimension is more and more obvious. Secondly, the motivation of repaying one’s family and parents is the most intensive one for the students nowadays. Thirdly, most of the motivations relate more with personal interests but less with social properties.4. There are significant differences in L.M. of getting a job and living a life, repaying one’s family and parents, pursuing performance and passiveness among students with different higher educational backgrounds. There is a significant interaction effect between higher educational background and major in L.M. of getting a job and living a life, repaying one’s family and parents, seeking knowledge, and that between higher educational background and sex in L.M. of pursuing performance.5. There are significant differences in passive L.M. between the students of science and that of liberal arts.6. Significant difference are also found in the motivations of seeking knowledge, repaying one’s family and parents, serving for society between male and female students.更多还原