自我决定理论视角下未来时间透视与学习投入的关系研究

发布时间：2018-06-08 06:12

本文选题：未来时间透视 + 自我决定理论　；参考：《东北师范大学》2012年博士论文

【摘要】：未来时间透视（FTP）是指一个人概念化的未来以及与未来的关联。未来时间透视是关于未来时间的一种认知结构，它具有独特的动机作用，并能影响学业表现。本文在自我决定理论（SDT）框架下，以大学生的英语学习为例，考察未来时间透视与学习动机和学习投入的关系，以及未来时间透视影响学习投入的机制。研究一考察未来时间透视、学习动机和学习投入间的关系。本研究采用问卷法，选取某师范大学大二年级被试共678名，其中男生174名，女生504名。结果发现：（1）未来时间透视与外在调节相关不显著；（2）通过依次检验回归系数单独考察各类调节的中介效应发现，内摄调节的中介效应为4.5%，认同调节的中介效应为10.1%，内部动机的中介效应为14.5%，动机内化的（相对自主指数/动机内化指数RAI）中介效应为8.8%；（3）通过结构方程模型综合考察各类调节的中介效应依然发现，内摄调节在未来时间透视和英语学习投入之间不存在中介作用，认同调节和内部动机存在中介效应，，而且未来时间透视与认同调节和内部动机之间的路径系数依次递增。因此可以得出结论：未来时间透视不仅能直接影响个体的英语学习投入，而且能通过促进动机的内化间接影响学习投入。研究二考察低未来时间透视高内部动机组的动机来源。本研究采用问卷法，从研究一中选取低FTP高内部动机和高FTP高部动机被试，共168人，其中男生37人，女生131人。施测基本心理需要问卷。考察低未来时间透视高内部动机与高未来时间透视高内部动机类型大学生在英语学习基本心理需要满足程度上的差异。结果发现：（1）高未来时间透视高内部动机大学生自主需要比低未来时间透视高内部动机大学生高，差异显著，两组大学生在胜任需要和关联需要上差异不显著；（2）高未来时间透视高内部动机和低未来时间透视高内部动机大学生自主需要均高于胜任需要和关联需要，胜任需要与关联需要差异不显著。研究表明对于低未来时间透视高内部动机大学生来说，其胜任和关联需要的满足对动机内化起到了非常重要的作用；总体而言，自主需要对学习动机的影响最大，胜任和关联对学习动机的影响相对较小。研究三考察高未来时间透视低内部动机大学生在追踪后其英语学习动机是否内化。本研究采用问卷法，从研究一中选取被试，共85人，其中男生27人，女生58人。结果发现，两个月后，低未来时间透视低内部动机类型大学生其英语学习相对自主性（相对自主指数/动机内化指数RAI）提高，但差异不显著；高未来时间透视低内部动机类型大学生英语学习相对自主性提高，差异显著。因此得出，未来时间透视能够促进动机内化。
[Abstract]:Future time perspective (FTP) refers to a person's conceptualized future and its relevance to the future. The perspective of future time is a cognitive structure about future time. It has a unique motivational effect and can affect academic performance. Under the framework of SDT, this paper, taking college students' English learning as an example, examines the relationship between perspective of future time, learning motivation and learning investment. Study 1 examines the relationship among future-time perspective, learning motivation and learning investment. In this study, a total of 678 sophomores in a normal university were selected by questionnaire, including 174 males and 504 females. The results showed that: (1) the correlation between perspective of future time and external regulation was not significant. 2) by examining the regression coefficient in turn, we found that the mediating effects of all kinds of regulation were examined separately. Mediating effect of internal regulation is 4.5, mediating effect of identity regulation is 10.1, mediating effect of internal motivation is 14.5and internalization of motivation (relative autonomous index / motivation internalization index rai) intermediary effect is 8.8x3 through structural equation model. Observing the mediating effects of various kinds of regulation still found that, There is no mediating effect between prospective time perspective and English learning input, but there is intermediary effect between identity regulation and internal motivation, and the path coefficient between future time perspective and identity regulation and internal motivation increases in turn. Therefore, it can be concluded that future-time perspective can not only directly affect the individual's English learning investment, but also indirectly influence the learning investment by promoting the internalization of motivation. In this study, a total of 168 subjects, 37 boys and 131 girls, were selected from study 1 with low FTP high internal motivation and high FTP high motivation. Basic psychological needs questionnaire. This paper examines the differences in the satisfaction of the basic psychological needs of English learning between the low future time perspective high internal motivation types and the high future time perspective high internal motivation types. The results showed that high future time perspective high internal motivation college students' autonomy needs were higher than low future time perspective high internal motivation college students, the difference was significant. There was no significant difference between the two groups in terms of competence and relevance needs. (2) High future time perspective high internal motivation and low future time perspective high internal motivation college students' autonomous needs were higher than competence needs and association needs. There is no significant difference between competence needs and related needs. The study shows that for college students with high internal motivation, the satisfaction of competence and relevance needs plays a very important role in internalization of motivation. In general, autonomy needs have the greatest influence on learning motivation. Competence and relevance have relatively little influence on learning motivation. The third study examines whether the English learning motivation of the students with high future time perspective and low internal motivation is internalized after tracking. In this study, 85 subjects were selected from the first study, including 27 boys and 58 girls. The results showed that two months later, the relative autonomy (relative autonomy index / motivation internalization index) of the students with low internal motivation was increased, but the difference was not significant. High-future time perspective low internal motivation type college students' relative autonomy in English learning is significantly different. Therefore, the future time perspective can promote motivation internalization.
【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】：G442

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