中职生学业自我效能感、成就目标和成就动机的关系

发布时间：2018-01-08 23:15

本文关键词：中职生学业自我效能感、成就目标和成就动机的关系　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：学业自我效能感、成就目标和成就动机是心理学动机领域研究的重要问题,也是影响个体重要的非智力因素。本研究以318名中职生作为研究对象,使用《学业自我效能感量表》、《成就目标定向问卷》和《成就动机量表》作为研究工具,从年级、专业、性别和独生子女与否四个方面进行分析,探究学业自我效能感、成就目标和成就动机之间的关系,结果表明:(1)年级差异。职一年级和职二年级学生的学习能力自我效能感、学习行为自我效能感和学业自我效能感没有显著性差异。掌握目标定向和成绩目标定向没有显著性差异。追求成功动机和避免失败动机没有显著性差异。(2)专业差异。会计专业、商务专业、电气专业和计算机专业学生的学习能力自我效能感和学业自我效能感存在显著性差异,这四个专业学生的学习行为自我效能感没有显著性差异。会计专业、商务专业、电气专业和计算机专业学生的掌握目标定向和成绩目标定向没有显著性差异。会计专业、商务专业、电气专业和计算机专业学生的追求成功动机和避免失败动机没有显著性差异。(3)性别差异。男生和女生的学习能力自我效能感、学习行为自我效能感和学业自我效能感没有显著性差异。男生和女生的掌握目标定向和成绩目标定向没有显著性差异。男生和女生的追求成功动机和避免失败动机没有显著性差异。(4)独生子女差异。独生子女和非独生子女的学习能力自我效能感、学习行为自我效能感和学业自我效能感没有显著性差异。独生子女和非独生子女的掌握目标定向和成绩目标定向没有显著性差异。独生子女和非独生子女的追求成功动机和避免失败动机没有显著性差异。(5)中职生的学业自我效能感、成就目标和成就动机呈显著的正相关。(6)掌握目标定向、学习能力自我效能感、学习行为自我效能感和成绩目标定向对追求成功动机有预测作用,成绩目标定向、学习能力自我效能感和学习行为自我效能感对避免失败动机有预测作用。
[Abstract]:Academic self-efficacy, achievement goal and achievement motivation are important problems in the field of psychological motivation, and they are also important non-intellectual factors that affect individual. 318 secondary vocational students are the subjects of this study. Using the academic Self-efficacy scale, the Achievement goal orientation questionnaire and the Achievement motivation scale as the research tools, the analysis was conducted from four aspects: grade, specialty, gender and only child. The relationship among academic self-efficacy, achievement goal and achievement motivation was explored. The results showed that the grade difference was the first grade and the second grade students' self-efficacy of learning ability. There was no significant difference between learning behavior self-efficacy and academic self-efficacy. There was no significant difference between mastery goal orientation and achievement goal orientation. Professional differences. Accounting. There are significant differences in learning ability self-efficacy and academic self-efficacy among students majoring in business, electricity and computer. There is no significant difference in learning behavior self-efficacy among the four majors. Accounting major, business major. There is no significant difference in mastery goal orientation and achievement goal orientation between electrical major and computer major. Accounting major, business major. There was no significant difference in the motivation of pursuing success and avoiding failure between students majoring in electricity and computer. The male and female students had a self-efficacy sense of learning ability. There was no significant difference between learning behavior self-efficacy and academic self-efficacy. There was no significant difference in mastery goal orientation and achievement goal orientation between boys and girls. There was no significant difference. 4) the difference of only child. The self-efficacy of learning ability of only child and non-only child. There was no significant difference between learning behavior self-efficacy and academic self-efficacy. There was no significant difference in mastery goal orientation and achievement goal orientation between only child and non-only child. There is no significant difference between success motivation and failure avoidance motivation. 5) Secondary vocational students' sense of academic self-efficacy. Achievement goal and achievement motivation have significant positive correlation. 6) mastering goal orientation, learning ability self-efficacy, learning behavior self-efficacy and achievement goal orientation can predict success motivation. Achievement goal orientation, learning ability self-efficacy and learning behavior self-efficacy can predict the motivation to avoid failure.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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