高中生学习责任心与成就动机关系的研究
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摘要
本研究以南京市第五中学学生为研究对象,采用《高中生学习责任心问卷》、《成就动机量表》(AMs)对333名高中生进行问卷调查。通过对数据进行描述统计、方差分析、相关分析等方法,探讨了高中生学习责任心和成就动机的现状及关系,并提出相应的教育对策。研究得出如下结论：
(1)高中生总体学习责任心水平符合正态分布,在年级差异上,高二年级是学习责任心发展的关键期、薄弱期、转折期；性别差异上,女生在学习责任心、主动性、自觉性、计划性、自我控制上平均得分显著高于男生。
(2)成就动机总体符合正态分布,从年级差异分析,高二年级在成就动机上的平均数最高,其次是高一年级；性别差异的分析显示,男生在成就动机上的平均分高于女生,在避免失败动机上,女生平均分却高于男生,而在追求成功动机上两者没有显著差异。
(3)成就动机与学习责任心及自觉性、计划性、坚持性、自我控制呈显著正相关；追求成功动机与学习责任心各因子呈显著正相关；避免失败动机与学习责任心、坚持性呈显著负相关。
In this study, the Questionnaire of High School Students'Learning Responsibility and the Achievement Motivation Scale have been used to make a survey on 333 high school students from NanJing NO.5 Middle School. After making descriptive statistics, analysis of variance and correlation analysis on the data that got from the survey, I have learned the status and the relationship between the learning responsibility and achievement motivation, and proposed some educational strategies. As follows are the research results.
First of all, the learning responsibility of the high school students accords with normal distribution. The learning responsibility and its factors have differences on grade and gender. Senior two is the most critical period of the development of the learning responsibility, also is the weak period and turning period. The average score of the learning responsibility level of girls is significantly higher than boys on initiative, self-awareness, planning, and self-control.
Secondly, the achievement motivation accord with normal distribution. Analyzed from the grade difference Achievement shows a result that the average score on achievement motivation of senior two is the highest, and the average score of senior one is lower than it. Analyzed from the gender difference Achievement shows a result that the average scores on achievement motivation of boys are higher than girls, however, the average scores on motivation to avoid failure of girls are higher than boys. And the motivations to succeed of boys and girls have no significant difference.
Thirdly, the achievement motivation, learning responsibility, awareness, planning, persistence, and self-control have a significant positive correlation. The motivations to avoid failure, learning responsibility and persistence have a significantly negatively correlated.
(1)高中生总体学习责任心水平符合正态分布,在年级差异上,高二年级是学习责任心发展的关键期、薄弱期、转折期；性别差异上,女生在学习责任心、主动性、自觉性、计划性、自我控制上平均得分显著高于男生。
(2)成就动机总体符合正态分布,从年级差异分析,高二年级在成就动机上的平均数最高,其次是高一年级；性别差异的分析显示,男生在成就动机上的平均分高于女生,在避免失败动机上,女生平均分却高于男生,而在追求成功动机上两者没有显著差异。
(3)成就动机与学习责任心及自觉性、计划性、坚持性、自我控制呈显著正相关；追求成功动机与学习责任心各因子呈显著正相关；避免失败动机与学习责任心、坚持性呈显著负相关。
In this study, the Questionnaire of High School Students'Learning Responsibility and the Achievement Motivation Scale have been used to make a survey on 333 high school students from NanJing NO.5 Middle School. After making descriptive statistics, analysis of variance and correlation analysis on the data that got from the survey, I have learned the status and the relationship between the learning responsibility and achievement motivation, and proposed some educational strategies. As follows are the research results.
First of all, the learning responsibility of the high school students accords with normal distribution. The learning responsibility and its factors have differences on grade and gender. Senior two is the most critical period of the development of the learning responsibility, also is the weak period and turning period. The average score of the learning responsibility level of girls is significantly higher than boys on initiative, self-awareness, planning, and self-control.
Secondly, the achievement motivation accord with normal distribution. Analyzed from the grade difference Achievement shows a result that the average score on achievement motivation of senior two is the highest, and the average score of senior one is lower than it. Analyzed from the gender difference Achievement shows a result that the average scores on achievement motivation of boys are higher than girls, however, the average scores on motivation to avoid failure of girls are higher than boys. And the motivations to succeed of boys and girls have no significant difference.
Thirdly, the achievement motivation, learning responsibility, awareness, planning, persistence, and self-control have a significant positive correlation. The motivations to avoid failure, learning responsibility and persistence have a significantly negatively correlated.
引文
1罗香群.大学生责任心问卷的编制与应用研究[D]：[硕士学位论文].福建师范大学,2007
孙艳杰.当代大学生责任心培养的理性思考[M].沈阳教育学院学报,2007.5
3熊芮.大学生责任心问题浅析[M].现代交际,2010.9
周滨.谈谈成教生学习责任心的养成教育.成人教育,2005.12
5 Nicholls. Motivation in:H.E.Mitzled. Encyclopedia of education research(15ed.)[M].Net York:Macmillian,1982:1256-1263
6汪琼.家庭教养方式对儿童成就动机的影响探析[J].社会工作下半月(理论),2008.5
李雪平.初中生时间管理倾向及成就动机对学习满意度的影响[J].中国健康心理学杂志,2009.3
8胡宝泉.大学生成就动机与人格差异分析及教学应对策略[J].内蒙古农业大学学报(社会科学版),2008.6
9罗丽丹.高一学生成就动机、学业情绪与学业成绩的相关研究[J].教学与管理,2010.15
Peter Weiss, Michael Wertheimer & Byron Groesbeck. Achievement Motivation, Academic Aptitude, and College Grades. Educational and Psychological Measurement,1959.4,Vol(6):663-667
11 Vittorio V. Busato,Frans J. Prins & Jan J. Elshout. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.Personalit and Individual Differences.2000.29:1057-1068
Bernard Weiner.Attribution Theory, Achievement Motivation, and the Educational Process. Review of Educational Research.1972.Vol(42), No.2:42-203
13景怀斌.中国人民成就动机性别差异研究[J].心理科学,1995(18)：180-182
14肖志玲.不同性别、年级、专业大学生成就动机差异研究[J].湖北工学院学报,2003(1)：62-66
[1]Dale B.Harris & Kenneth E.Clark.The measurement of responsibility in children [J]. Child Development,1954.3,Vol.25(1):21-28
[2]Young.K. Freedom, responsibility, and self-control [J]. Mental Hygiene. New York, 1937.21:177-186
[3]郑小方.高中生学习责任心的研究[D]：[硕士学位论文].南京师范大学,2005
[4]陈红兵,申继亮.中小学生学业责任感的发展[J].心理科学,1993.2
[5]章志光.小学生课业责任心形成的实验研究[J].心理学报,1964.2
[6]林崇德.发展心理学[M].人民教育出版社,1999,246-247
[7]Pamela M.Warton & Jacqueline J.Goodnow.The nature of responsibility:Chil dren's understanding of" your job"[J].Child Development,1991.2,Vol.62(1):156-165
[8]姜勇,庞丽娟.幼儿责任心维度构成的探索性与验证性因子分析[J].心理科学,2000.4
[9]陈会昌.7-16岁儿童责任观念的发展.发展心理教育心理论文选[M].北京师范大学出版社,1985
[10]向蕾.浅谈培养学生的学习责任心[J].教育科学论坛,2006.12
[11]徐宪斌,邵国军.初中生学习责任心现状的调查—以浙江省兰溪市F中学为例[J].教育测量与评价,2010.2
[12]罗丽芳,王海兰.中学生成就动机的特点与培养对策[J].福建师范大学学报(哲学社会科学版),2010.1
[13]黄甜.当代大学生成就动机的特点研究[J].湘潭师范学院学报(社会科学版)2009.3,31(2)
[14]甘诺,陈辉.中学生学习策略、学习动机与学业成就的相关研究[J].心理探索,2006.7
[15]陶沙.3-6岁儿童母亲的教育方式及其影响因素的研究[J].心理发展与教育,1994.3
[16]吴迪,冯维.重庆市高中生成就动机与学习责任心的相关研究[J].重庆电子工程职业学院学,2009.11
[17]杨正云.当代大学生成就动机调查[J].肇庆学院学报,2002.6：76-80.
[18]张立.高中生责任心及其与父母教养方式、成就目标定向的关系[D]：[硕士学位论文].湖南帅范大学,2010
[19]张兰君,杨兆兰,马武玲.大学生责任心认知结构与父母教养方式——军校与地方院校大学生比较研究[J].当代青年研究,2006.2
[20]刘闯,杨丽珠.父母教养方式对3-6岁幼儿责任心发展的影响[J].学前教育研究,2007.1
[22]燕国材.论责任心及其培养[J].中小学教育,1997.3
[20]叶仁敏.成就动机的测量与分析[J].心理发展与教育,1992.2
[24]张积家.试论责任心的心理结构[J].教育研究与实验,1998.4
[25]杨有慧.家校合力培养学生数学学习责任心的思考与实践[J].基础教育,2010.2
孙艳杰.当代大学生责任心培养的理性思考[M].沈阳教育学院学报,2007.5
3熊芮.大学生责任心问题浅析[M].现代交际,2010.9
周滨.谈谈成教生学习责任心的养成教育.成人教育,2005.12
5 Nicholls. Motivation in:H.E.Mitzled. Encyclopedia of education research(15ed.)[M].Net York:Macmillian,1982:1256-1263
6汪琼.家庭教养方式对儿童成就动机的影响探析[J].社会工作下半月(理论),2008.5
李雪平.初中生时间管理倾向及成就动机对学习满意度的影响[J].中国健康心理学杂志,2009.3
8胡宝泉.大学生成就动机与人格差异分析及教学应对策略[J].内蒙古农业大学学报(社会科学版),2008.6
9罗丽丹.高一学生成就动机、学业情绪与学业成绩的相关研究[J].教学与管理,2010.15
Peter Weiss, Michael Wertheimer & Byron Groesbeck. Achievement Motivation, Academic Aptitude, and College Grades. Educational and Psychological Measurement,1959.4,Vol(6):663-667
11 Vittorio V. Busato,Frans J. Prins & Jan J. Elshout. Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.Personalit and Individual Differences.2000.29:1057-1068
Bernard Weiner.Attribution Theory, Achievement Motivation, and the Educational Process. Review of Educational Research.1972.Vol(42), No.2:42-203
13景怀斌.中国人民成就动机性别差异研究[J].心理科学,1995(18)：180-182
14肖志玲.不同性别、年级、专业大学生成就动机差异研究[J].湖北工学院学报,2003(1)：62-66
[1]Dale B.Harris & Kenneth E.Clark.The measurement of responsibility in children [J]. Child Development,1954.3,Vol.25(1):21-28
[2]Young.K. Freedom, responsibility, and self-control [J]. Mental Hygiene. New York, 1937.21:177-186
[3]郑小方.高中生学习责任心的研究[D]：[硕士学位论文].南京师范大学,2005
[4]陈红兵,申继亮.中小学生学业责任感的发展[J].心理科学,1993.2
[5]章志光.小学生课业责任心形成的实验研究[J].心理学报,1964.2
[6]林崇德.发展心理学[M].人民教育出版社,1999,246-247
[7]Pamela M.Warton & Jacqueline J.Goodnow.The nature of responsibility:Chil dren's understanding of" your job"[J].Child Development,1991.2,Vol.62(1):156-165
[8]姜勇,庞丽娟.幼儿责任心维度构成的探索性与验证性因子分析[J].心理科学,2000.4
[9]陈会昌.7-16岁儿童责任观念的发展.发展心理教育心理论文选[M].北京师范大学出版社,1985
[10]向蕾.浅谈培养学生的学习责任心[J].教育科学论坛,2006.12
[11]徐宪斌,邵国军.初中生学习责任心现状的调查—以浙江省兰溪市F中学为例[J].教育测量与评价,2010.2
[12]罗丽芳,王海兰.中学生成就动机的特点与培养对策[J].福建师范大学学报(哲学社会科学版),2010.1
[13]黄甜.当代大学生成就动机的特点研究[J].湘潭师范学院学报(社会科学版)2009.3,31(2)
[14]甘诺,陈辉.中学生学习策略、学习动机与学业成就的相关研究[J].心理探索,2006.7
[15]陶沙.3-6岁儿童母亲的教育方式及其影响因素的研究[J].心理发展与教育,1994.3
[16]吴迪,冯维.重庆市高中生成就动机与学习责任心的相关研究[J].重庆电子工程职业学院学,2009.11
[17]杨正云.当代大学生成就动机调查[J].肇庆学院学报,2002.6：76-80.
[18]张立.高中生责任心及其与父母教养方式、成就目标定向的关系[D]：[硕士学位论文].湖南帅范大学,2010
[19]张兰君,杨兆兰,马武玲.大学生责任心认知结构与父母教养方式——军校与地方院校大学生比较研究[J].当代青年研究,2006.2
[20]刘闯,杨丽珠.父母教养方式对3-6岁幼儿责任心发展的影响[J].学前教育研究,2007.1
[22]燕国材.论责任心及其培养[J].中小学教育,1997.3
[20]叶仁敏.成就动机的测量与分析[J].心理发展与教育,1992.2
[24]张积家.试论责任心的心理结构[J].教育研究与实验,1998.4
[25]杨有慧.家校合力培养学生数学学习责任心的思考与实践[J].基础教育,2010.2