幼儿掌控动机的发展特点及其与能力、自尊的关系研究

发布时间：2018-03-06 16:12

本文选题：掌控动机　切入点：能力　出处：《东北师范大学》2012年博士论文　论文类型：学位论文

【摘要】：掌控动机是人类发展研究领域中的一个核心概念，它是指人们有一种内在动力去理解和影响环境，并在不同程度上与环境发生着有效的相互作用。考虑到掌控动机在个体发展、尤其是早期发展中的重要性，本研究首先考察了掌控动机在幼儿期的表现形式与发展特点；其次，考虑到掌控动机与能力之间存在的相互作用，我们对掌控动机与认知等方面能力之间的关系进行了横向与纵向的探讨；除此，随着儿童社会化程度的加深，社会性成分对掌控动机这种内在驱动力的影响会不断增强。自尊，作为对自我能力和价值的评价性情感体验，可能通过掌控动机对能力的促进或阻碍作用，而受到能力和掌控动机的直接和间接影响。所以，本研究最后考察掌控动机、能力及自尊三者之间可能存在的关系模型。综合所有研究结果如下：发展特点：（1）对于工具性掌控动机的行为表现，动作掌控主要包括完全由自身发出动作、借助外物发出动作和自我发声（口语运动）；物体掌控主要包括使物体运动、使物体发声、以及使物体发生其它变化；社会掌控主要包括直接寻求与成人的接触、间接引起成人的关注、以及自身行为引发他人模仿；（2）对于表达性掌控动机的行为表现，儿童在动作和物体掌控行为中获得了较多的积极情感体验，表现在身体动作、面部表情和言语表达中；而在社会掌控中，当掌控活动成功，即教师给予正面反馈，儿童会表现出明显的积极情感反应，即使不成功，情感反应也是不明显的；（3）随着儿童年龄增长，动作掌控和物体操作掌控行为事件比例明显减少，社会掌控行为事件比例明显增多；由于身体动作的发展，儿童的动作逐渐由大肌肉到小肌肉过渡，由简单到复杂，表现在动作掌控和物体掌控的行为上；随着儿童言语行为的逐步成熟，，语言在社会掌控行为和掌控动机的表达性方面开始发挥作用；在不同年龄段，儿童通过单独的行为、行为语言结合及单独的语言获得社会掌控的事件比例变化明显，反映出幼儿动作与语言发展中的一些关键变化；另外，儿童社会掌控行为的对象逐渐由教师向同伴扩展；（4）随年龄增长，幼儿在高认知低效果类材料-拼图上的掌控时间显著提高，掌控变换性显著下降，对低认知高效果类材料-汽车的喜爱度有先下降后上升的趋势；（5）4-6岁幼儿在不同材料类型上的平均掌控时间存在显著差异。认知类材料-图书最低，两可类材料-积木最高。对不同材料类型的喜爱度存在显著差异，认知类材料-图书最低，低认知高效果类材料-汽车和两可类材料-积木最高；（6）年龄与材料类型对掌控时间和喜爱度的交互作用显著。除了拼图以外，不同年龄（4-6岁）幼儿在其他各类玩具材料上的掌控指向表现出大体的一致性，即随年龄变化比较平缓。但是对高认知低效果类材料-拼图的掌控呈现出显著的上升趋势。另外，不同年龄幼儿对几类材料的喜爱度及其变化趋势具有较大的差异性；掌控动机与能力：（7）物体掌控动机中的掌控变换性和脱离掌控时间对于两项能力分数均具有显著的负向预测作用；除此，低认知高效果类材料-汽车上的掌控时间显著负向预测了精细动作；认知效果结合类材料-钓鱼上的掌控时间显著负向预测了认知学习；而高认知低效果类材料-拼图上的掌控时间显著正向预测了认知学习；（8）控制气质差异后，对于认知学习，认知效果结合类-钓鱼的掌控时间和掌控变换性具有负向的预测作用，而高认知低效果类-拼图的掌控时间具有正向的预测作用。对于精细动作，脱离掌控时间和掌控变换性具有负向的预测作用；（9）在低认知高效果任务（探索反馈任务）中，气质的活动性-专注性因素具有显著调节作用。对于活动型幼儿，高水平的探索时间预测了低水平的认知知识，高水平的掌控愉悦感预测了低水平的夹球和低水平的学习方式，但这些关系对于专注型幼儿不显著；（10）在高认知低效果任务（困难任务）上成功的幼儿，气质的反应性-抑制性因素在掌控愉悦感对夹球的预测中有显著调节作用。对于抑制型幼儿，来自成功的高掌控愉悦感预测了高水平的夹球技能，而这个关系对于反应型幼儿不显著。在高认知低效果任务上失败的幼儿，气质的活动性-专注性因素在坚持性对学习方式的预测中有显著调节作用。对于专注型幼儿任务中的高坚持性预测了高水平的学习方式，而这个关系对于活动型幼儿不显著；（11）对于父母评估的掌控动机，活动性-专注性在物体掌控动机与精细动作（夹球）、物体掌控动机与学习方式以及大动作掌控动机与感觉运动（扔口袋）之间具有显著的调节作用。对于专注型幼儿，高水平的物体掌控动机预测了高水平的精细动作和学习方式，高水平的大动作掌控动机预测了高水平的感觉运动，而这些关系对于活动型幼儿不显著；（12）对于父母评估的掌控动机，反应性-抑制性在同伴社会掌控动机和精细动作、感觉运动及学习方式之间分别具有显著的调节作用。对于抑制型幼儿，高水平的同伴社会掌控动机预测了低水平的精细动作、感觉运动和学习方式。反过来，对于反应型幼儿，高水平的同伴社会掌控动机预测了高水平的精细动作；掌控动机与能力及自尊：（13）在建构的掌控动机、能力、自尊三者的因果模型中，第一个模型从不同材料上的掌控时间到能力，再到自尊中的胜任感，有3条显著路径。在高认知低效果类-拼图上的掌控时间可以解释认知学习能力变异的12%，在低认知高效果类-汽车上的掌控时间可以解释精细动作能力变异的4%，综合能力可以解释自尊中胜任感变异的17%。第二个模型从掌控动机的综合指标（掌控变换性）到认知学习能力，再到自尊中的胜任感，有2条显著路径。掌控变换性可以解释认知学习能力变异的18%，而认知学习能力可以解释自尊中胜任感变异的11%。
[Abstract]:Mastery motivation is a core concept in the research fields of human development, it means that people have an inherent power to understand and influence the environment, and in different extent and environment interact effectively. Considering the control of motivation in individual development, especially the importance of early development, this study first investigated control of motivation in the form and development characteristics of early childhood; secondly, considering the interaction between mastery motivation and ability, our understanding of the relationship between motivation and cognitive aspects of control ability of transverse and longitudinal study; in addition, with children's socialization degree deepening, social component will continue to increase the influence of the internal driving force of mastery motivation. Self esteem, as the evaluation of self ability and the value of the emotional experience, possibly through mastery motivation for ability to promote or hinder by To investigate the direct and indirect effects of ability and control motivation. Finally, this study investigates the possible relationship models between the three motives of controlling motivation, ability and self-esteem.
Development characteristics:
(1) performance of the instrumental motivation behavior control, action control mainly includes completely by self generated action, help out action and self sound (oral movement); object control mainly includes the object to make the object movement, sound, and other objects change; social control mainly includes direct contact with adults seeking. The indirect cause of adult attention, and their behavior caused to imitate others;
(2) the expression of behavior control motivation, behavior control children get more positive emotion experience in action and the objects in body movements, facial expression and speech; and in the social control, when the control activities successfully, which teachers give positive feedback, children will show a positive emotion the reaction was, if not success, emotional reaction is not obvious;
(3) with age growth, movement control and object manipulation control behavior events significantly reduce the proportion of social control, behavioral event was significantly increased; due to the development of body movements, the action of the child gradually changes from big to small muscle muscle transition from simple to complex, now action control and behavior control object with children; the speech act of gradually mature, began to play a role in control of behavior in social and language expression of mastery motivation; in different ages, children through individual behavior, behavior and language combined with separate language changes of social control events significantly, reflecting children's movements and some key changes in the development of a language; in addition children's social behavior, the object of control gradually from teachers to peer expansion;
(4) with age, children's control time in high cognition and low effect material puzzle increased significantly, and control transformation decreased significantly.
(5) there are significant differences between the 4-6 year old children in different types of materials on the average control time. The minimum cognitive materials - books, two materials - the building blocks of different material types. The highest degree of love has the remarkable difference, the lowest cognitive materials - books, materials - high low cognitive effect and ambiguous materials - car the highest building blocks;
(6) the interaction between age and type of material to control the time and degree of liking significantly. In addition to the puzzle, different age (4-6 years old) children in other types of toy material control to show consistency in general, which is relatively gentle. But along with the change of age of high low cognitive materials - puzzles the control effect show a significant upward trend. In addition, children of different age of several kinds of materials like degree and change trend of great difference;
Control motivation and ability:
(7) the object of mastery motivation in control and out of control of time transform has significant negative predictive effect for the ability of two scores; in addition, control time of low cognitive material - high effect on the car negatively predicted the fine movement; the cognitive effect with material - fishing on the control of time. Negative cognitive and cognitive learning; high low effect materials - puzzle on the control of time was a positive predictor of cognitive learning;
(8) to control temperament differences, cognitive learning, cognitive effect with class - control and time control of fishing transformation has negative effect and low effect, high cognitive - Puzzle control of time has a positive predictive effect. For fine motor, out of control time and control transform has negative prediction to the;
(9) in the low high effect (cognitive task, task feedback exploration) activity - focus temperament factors have significant moderating effects. For the activities of children, a high level of exploration time predicted cognitive knowledge at low level, control the pleasure to predict the ball clamping low level and low level of high learning level, but these relationships for attention to children is not significant;
(10) in high cognitive tasks (task) low effect on the success of the children, reactive temperament - inhibitory factors in the control of pleasure in the prediction of the ball clamping have significant moderating effects. To prevent children from successful control, high sense of pleasure to predict the ball clamping high levels of skill, and this the relationship between response to children is not significant. The failure in high low effect on children's cognitive task, activity - Focus Factors on temperament have significant moderating effect on the prediction of learning style. For children in the high attention task to predict a high level of learning, and the relationship between the activities children is not significant;
(11) for the evaluation of parents mastery motivation, activity - focus control motivation and fine movement in the object (the ball clamping), object control motivation and learning and action control motivation and sensorimotor (throw between pockets) has a significant moderating effect. For the high level of attention to children, the object of mastery motivation prediction the high level of the fine movement and learning, a high level of action control motivations predict a high level of sensation and movement, and the relations to the activities of children is not significant;
(12) for the evaluation of parents control motivation, reactive suppression control motivation and fine movement in peer society, the moderating effect between are sensorimotor and learning. For the suppression of children, high levels of peer social mastery motivation to predict the fine motor low level, sensorimotor and learning style. In turn for children, the reaction, the high level peer social mastery motivation predicted high levels of fine movement;
Control motivation and ability and self-esteem:
(13) ability in the construction control of motivation, self-esteem, causal model of the three, the first model from different materials on the ability to control the time, to the competent sense of self-esteem, there are 3 significant paths. In the high - low cognitive effect puzzle on the control of time can explain the variation of cognitive learning ability 12%, in the high - low cognitive effect on automobile control over time can explain 4% of the variation of fine motor ability, comprehensive ability can explain the self-esteem competence variation of 17%. second models from the comprehensive index control motivation (control transform) to cognitive learning ability, sense of competence to self-esteem, have 2 significant paths. Control transform can explain 18% of the variation of cognitive learning ability, learning ability and cognitive competence in self-esteem can explain the variation of 11%.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.1

【参考文献】