【作者】 尚鹏丽； 张进辅；

【Author】 Pengli Shang;Jinfu Zhang;Faculty of Psychology,Southwest University;

【机构】 西南大学心理学部；

【摘要】 学业成绩作为衡量中学生个人成就的最重要的指标,一直以来备受学生、家长和社会的关注,探索学业成绩的影响因素始终是心理与教育学家的重要研究课题。尽管已有研究探讨了成就目标定向与中学生学业成绩的关系,但对其内部机制的研究相对较少。本研究从自我调节模型出发,试图探讨成就目标定向对中学生学业成绩影响的作用机制。本研究采用刘惠军等人编制的成就目标定向量表(包括掌握趋近目标、成绩趋近目标、掌握回避目标、成绩回避目标四个维度)和Moilanen编制的青少年自我调节量表(ASRI,包括长期自我调节和短期自我调节两个维度)对重庆市三所中学的764名学生(其中男353,女396,15个缺失值;初中435,高中326,3个缺失值)进行了调查,并收集了所有学生的期中考试的语文、数学、英语成绩(三科成绩总分的年级内Z分数作为学业成绩指标)。研究结果发现:(1)掌握趋近目标、掌握回避目标和成绩趋近目标正向预测学生的学业成绩,而成绩回避目标对学生的学业成绩预测作用不显著。(2)掌握趋近目标正向预测长期自我调节和短期自我调节,成绩回避目标负向预测长期自我调节和短期自我调节,而成绩趋近目标和掌握回避目标不能显著预测长期自我调节和短期自我调节。(3)短期自我调节在掌握趋近目标和学业成绩之间,以及成绩回避目标和学业成绩之间起部分中介作用。本研究的启示意义在于:教育实践中,一方面要避免学生形成成绩回避目标的动机定向,引导学生加强掌握趋近目标的动机定向,另一方面可通过培养学生的自我调节能力,特别是短期自我调节能力来提高学生的学业成绩。更多还原

【Abstract】 Academic performance,the key indicator of the personal achievement of middle school students,has attracted much attention from students,parents as well as society all the time.Exploration of the factors affecting academic performance has always been a major research topic for psychologists and educationalists.Although the relationship between the achievement goal orientation and the academic performance of middle school students has been studied,the potential mechanism has been little researched.Based on the theory of self-regulation model,the present research aimed to explore the mechanism of the achievement goal orientation toward the academic performance in middle school students.We recruited 764(male:353,femal:396,missing values:15;secondary school:435,high school:326,missing values:3) students from three middle schools in Chongqing.The Achievement Goal Orientation Scale(including mastery-approach goal,mastery-avoidance goal,performance-approach goal,performance-avoidance goal) developed by Huijun Liu and colleagues was employed to assess the achievement goal orientation of students.The Adolescent SelfRegulatory Inventory(ASRI:short-term self-regulation and long-term self-regulation) adapted by Moilanen was used to measure the self-regulation of students.The Chinese,Math,English grades of all students in mid-term exam were collected and the Z scores of the total as the indicator of academic performance were computed for each grade.The results indicated that:(1) mastery-approach goal,mastery-avoidance goal and performance-approach goal positively predict academic performance,while performance-avoidance goal has an insignificant prediction on academic performance.(2) mastery-approach goal positively predicts long-term self-regulation and short-term self-regulation,meanwhile performance-avoidance goal negatively predicts long-term self-regulation and short-term self-regulation,but performance-approach goal and mastery-avoidance goal couldn’t predict long-term self-regulation or short-term selfregulation.(3) The effect of mastery-approach goal on academic performance was partially mediated by short-term selfregulation,and also the effect of performance-avoidance goal on academic performance was partially mediated by shortterm self-regulation.Implications of this study was that in education,both strengthening mastery-approach goal,weakening performance-avoidance and fostering the self-regulation of students,especially short-term self-regulation,could be used to improve academic performance of students.更多还原