中学生时间管理倾向、成就动机、自我效能与成就归因对学业成就的影响

发布时间：2018-05-03 04:28

本文选题：时间管理倾向 + 成就动机　；参考：《曲阜师范大学》2007年硕士论文

【摘要】： 关于学业成就影响因素的研究一直是教育心理学界比较关注的课题。学习中的动机因素在学习中的作用得到广泛的重视，其中成就归因、自我效能、目标定向、成就动机等都是当前教育心理学研究的热点。此外，时间管理倾向作为一种人格特征可能通过对个体的学习动机、态度以及学习策略、自我监控等因素来促进学习目标的达成，从而对学生的学业成就产生一定的影响。以往研究表明时间管理倾向，成就归因、自我效能、成就动机对学业成就都有着显著的影响，时间管理倾向对学业成就的影响主要通过学习动机、学习态度、学习策略等因素实现的。因此，本研究旨在了解目前中学生时间管理倾向，成就归因、自我效能与成就动机的发展特点，揭示时间管理倾向，成就归因、自我效能与成就动机对学业成就的影响。本研究采用问卷法对800名中学生进行了研究，，结果表明：(1)中学生时间管理倾向，成就归因、自我效能、成就动机及学业成就不存在性别差异；中学生的时间监控观、时间效能感、努力归因、背景归因、运气归因、追求成功的动机、避免失败的动机和自我效能都存在显著的年级差异。(2)中学生在时间监控观、时间效能感、能力归因、追求成功的动机和自我效能方面存在显著的学习等级差异。从中学生学业自我效能、时间管理倾向、成就动机、学习归因、学业成就等因素的相关分析来看，自我效能对学业成就的影响最大；此外，时间监控观、时间效能感、时间价值能力归因、追求成功的动机、自我效能与学业成就也都存在显著的正相关。(3)中学生自我效能感、学习归因直接影响学业成就，成就动机通过自我效能间接影响到学业成就，而时间价值感、时间监控观和时间效能感通过自我效能感、学习归因的作用间接的对学业成就产生影响。
[Abstract]:The research on the influencing factors of academic achievement has always been a subject of concern in the field of educational psychology. The role of motivation factors in learning has been paid more and more attention, among which achievement attribution, self-efficacy, goal orientation and achievement motivation are the hot topics in educational psychology. In addition, as a personality trait, time management tendency may promote the achievement of learning goals through individual learning motivation, attitude, learning strategies, self-monitoring and so on, thus has a certain impact on students' academic achievement. Previous studies have shown that time management aptitude, achievement attribution, self-efficacy and achievement motivation have significant effects on academic achievement. Learning strategies and other factors to achieve. Therefore, the purpose of this study is to understand the developmental characteristics of middle school students' time management tendency, achievement attribution, self-efficacy and achievement motivation, and to reveal the influence of time management tendency, achievement attribution, self-efficacy and achievement motivation on academic achievement. In this study, 800 middle school students were investigated by questionnaire. The results showed that there were no gender differences in time management tendency, achievement attribution, self-efficacy, achievement motivation and academic achievement among middle school students. There are significant grade differences in time efficacy, effort attribution, background attribution, luck attribution, pursuit of success motivation, failure avoidance motivation and self-efficacy. There are significant differences in learning levels in motivation for success and self-efficacy. According to the correlation analysis of academic self-efficacy, time management tendency, achievement motivation, learning attribution, academic achievement and so on, self-efficacy has the greatest influence on academic achievement. Time value ability attribution, motivation for success, self-efficacy and academic achievement also have significant positive correlation. Achievement motivation indirectly affects academic achievement through self-efficacy, while time value, time monitoring and time efficacy affect academic achievement indirectly through self-efficacy and learning attribution.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G442

【引证文献】