初中生学习动机的主要外在影响因素分析及培养
发布时间：2018-10-24 12:17
【摘要】： 目前随着社会的快速发展,初中生的学习压力日益增大,教育者们充分认识到了学生学习动机不足的现象,多维度、多视角的认识学习动机及其与主要影响因素之间的关系已经成为一种趋势。对学习动机的综合性考察有助于解决实际问题,促进学生的高效率学习,具有重要的理论和实践意义。 运用学习动机、父亲教养方式、母亲教养方式、班级环境、社会支持问卷对800名初中生进行调查,主要目的是:(1)基于的Paul R. Pintrich的动机理论,提出学习动机是一种综合性动机,蕴含了价值成分中的成就动机和学习兴趣、情感成分中的考试焦虑和期望成分中的自我效能感;(2)调查初中生学习动机的现状;(3)探讨影响学习动机的主要外在因素;(4)主要外在因素影响初中生学习动机的路径分析;(5)根据相关研究成果及本研究的结论探讨提高学习动机的教学建议。 通过分析得出以下结论: 1、初中生学习动机性别差异不显著,年级差异显著;在家庭教育方面存在显著的父母文化程度、是否独生子女差异;在学校教育方面存在显著的学校类型差异; 2、主要外在影响因素与学习动机相关显著,并对学习动机有预测作用; 3、主要外在影响因素之间相关显著,其中父母教养方式通过班级环境、社会支持的中介作用间接影响初中生学习动机,班级环境通过社会支持的中介作用间接影响初中生学习动机; 以上研究结果表明,父母教养方式、班级环境、社会支持是学习动机的主要外在影响因素,更为重要的是主要外在影响因素之间的相互作用对学习动机具有间接影响。因此,依据相关研究成果以及本研究的结论,我们认为可以通过改善主要外在影响因素来提高初中生的学习动机,从而达到高效率学习的目的。
[Abstract]:At present, with the rapid development of society, junior high school students' learning pressure is increasing day by day. Educators are fully aware of the phenomenon of students' lack of motivation in learning. The relationship between cognitive motivation and main influencing factors has become a trend. The comprehensive investigation of learning motivation is helpful to solve practical problems and promote students' efficient learning, which has important theoretical and practical significance. Using the questionnaire of learning motivation, father's upbringing, mother's upbringing, class environment and social support, we investigated 800 junior middle school students. The main purposes are: (1) based on the motivation theory of Paul R. Pintrich, we propose that learning motivation is a kind of comprehensive motivation. It contains the achievement motivation and the learning interest in the value component, Test anxiety in emotional components and self-efficacy in expected components; (2) investigation of the present situation of junior high school students' learning motivation; (3) exploration of main external factors affecting learning motivation; (4) path of main external factors influencing junior high school students' learning motivation (5) based on the relevant research results and the conclusions of this study, the teaching suggestions for improving learning motivation are discussed. The main conclusions are as follows: 1. There are no significant gender differences in learning motivation and significant grade differences in junior high school students, and there are significant differences in family education between parents and only children. In school education, there are significant differences in school types. 2, the main external factors are significantly related to learning motivation, There is significant correlation between the main external factors, in which parental rearing style indirectly affects junior high school students' learning motivation through class environment and social support intermediary role. Class environment indirectly affects junior high school students' learning motivation through the intermediary function of social support. The above results show that parental rearing style, class environment and social support are the main external factors of learning motivation. More importantly, the interaction between the main external factors has an indirect effect on learning motivation. Therefore, according to the relevant research results and the conclusions of this study, we think that we can improve the learning motivation of junior high school students by improving the main external factors, so as to achieve the goal of high efficiency learning.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G442
本文编号：2291392
[Abstract]:At present, with the rapid development of society, junior high school students' learning pressure is increasing day by day. Educators are fully aware of the phenomenon of students' lack of motivation in learning. The relationship between cognitive motivation and main influencing factors has become a trend. The comprehensive investigation of learning motivation is helpful to solve practical problems and promote students' efficient learning, which has important theoretical and practical significance. Using the questionnaire of learning motivation, father's upbringing, mother's upbringing, class environment and social support, we investigated 800 junior middle school students. The main purposes are: (1) based on the motivation theory of Paul R. Pintrich, we propose that learning motivation is a kind of comprehensive motivation. It contains the achievement motivation and the learning interest in the value component, Test anxiety in emotional components and self-efficacy in expected components; (2) investigation of the present situation of junior high school students' learning motivation; (3) exploration of main external factors affecting learning motivation; (4) path of main external factors influencing junior high school students' learning motivation (5) based on the relevant research results and the conclusions of this study, the teaching suggestions for improving learning motivation are discussed. The main conclusions are as follows: 1. There are no significant gender differences in learning motivation and significant grade differences in junior high school students, and there are significant differences in family education between parents and only children. In school education, there are significant differences in school types. 2, the main external factors are significantly related to learning motivation, There is significant correlation between the main external factors, in which parental rearing style indirectly affects junior high school students' learning motivation through class environment and social support intermediary role. Class environment indirectly affects junior high school students' learning motivation through the intermediary function of social support. The above results show that parental rearing style, class environment and social support are the main external factors of learning motivation. More importantly, the interaction between the main external factors has an indirect effect on learning motivation. Therefore, according to the relevant research results and the conclusions of this study, we think that we can improve the learning motivation of junior high school students by improving the main external factors, so as to achieve the goal of high efficiency learning.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G442
【引证文献】
相关期刊论文 前2条
1 潘敏;;让学生从此爱上数学[J];考试周刊;2012年77期
2 林锦秀;;中小学生学习动机量表的编制[J];广西师范学院学报(哲学社会科学版);2011年04期
相关硕士学位论文 前3条
1 仝警;高中生状态—特质焦虑、学习动机与学业可能自我的关系[D];陕西师范大学;2011年
2 刘炳彦;初中生物学习动机现状及影响因素研究[D];东北师范大学;2012年
3 徐华潇;进城务工人员随迁子女的成就动机及其对学业成就的影响研究[D];南京邮电大学;2013年
，本文编号：2291392
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