广西高职高专生一般自我效能感、竞争心理特点及其与成就动机的关系研究
|
摘要
目前社会竞争日趋激烈,给人类社会和个人带来了严峻挑战。随着高等职业教育规模迅速扩大,在取得可喜发展的同时,各类问题也突现出来。高等职业教育重在培养技术应用型人才,相对于本科生,高职高专生的学习时间更短而就业压力更大,面临的竞争也更为激烈,要求其在掌握好专业知识和技术的同时还要不断加强自身心理素质,增强心理免疫能力,才能更好地适应社会;而且也只有那些对自己充满信心,确信自己能够克服困难解决问题的人,即具有较高自我效能感的人,才能在竞争中更好地面对挫折,取得成功。因此开展关于高职高专生一般自我效能感、竞争心理与成就动机的研究,对了解他们面对竞争是否有了相应的准备、心理状态如何,以及怎样提高高职高专大学生的一般自我效能感,有效地发挥他们的技术水平取得成功有着重大的现实意义。
但是,国内有关大学生竞争心理的实证研究还相当匮乏,对一般自我效能感与成就动机的关系研究并不多见,关于竞争心理与成就动机的关系研究尚处于探索阶段,针对高职高专生群体的一般自我效能感、竞争心理与成就动机的有关研究,尚未引起学者的足够重视。本研究旨在分析广西高职高专生一般自我效能感、竞争心理的特点,并探讨一般自我效能感、竞争心理与成就动机的关系,以期全面了解西部高职高专大学生群体的一般自我效能感、竞争心理发展状况和成就动机水平,提高人才质量;充实自我效能感、竞争心理、成就动机理论的有关内容;补充教育领域关于高职高专大学生心理辅导方面的有关研究,为推进高职高专生心理健康教育提供理论和实践帮助。
本研究选取广西4所高职高专院校的937名学生为研究对象,采用调查工具为一般自我效能感量表(GSES)、成就动机量表(AMS)和大学生竞争心理量表;使用EXCEL2003和SPSS11.0对数据进行统计分析。本研究的结果表明:
1.广西高职高专生一般自我效能感的平均水平较高,在中等水平以上。高职高专生的一般自我效能感在性别、年级、专业方面有显著差异;其中男生的一般自我效能感水平显著高于女生,大二、大三学生的一般自我效能感水平显著高于大一,理工科专业的一般自我效能感水平显著高于文科专业;而在生源、是否独生子女、家庭结构、家庭经济状况上均无显著差异。
2.广西高职高专生总的竞争得分属于中等偏上水平。(1)高职高专生的竞争心理总分、竞争动机、竞争策略、行为倾向、自我展示、获得利益、权威竞争、兴趣竞争、生活竞争在性别上差异显著;其中除兴趣竞争外,男生均显著高于女生,男生表现出更强的竞争性。(2)高职高专生的竞争心理总分、竞争动机、竞争策略在年级上差异显著;其中在竞争心理总分和竞争倾向上,大二显著高于大一;在竞争动机上大一显著高于大三;在竞争策略上大二、大三显著高于大一。(3)高职高专生的竞争心理总分、竞争倾向、竞争动机、竞争策略、竞争内容在专业上差异显著,均为理工科专业显著高于文科专业。(4)高职高专生的竞争策略在生源上存在显著差异,县城、城市高职高专生的竞争策略显著高于乡村学生。(5)高职高专生的竞争策略在是否独生子女上存在显著差异,独生子女的竞争策略显著高于非独生子女。(6)高职高专生的竞争心理总分、竞争策略在家庭结构上存在显著差异,均为单亲家庭学生的竞争总分、竞争策略显著高于非单亲家庭。(7)高职高专生的竞争策略在家庭经济状况上存在显著差异,家庭经济状况较好的高职高专生其竞争策略显著高于经济状况中等和较差的。
3.广西高职高专生追求成功的动机、避免失败的动机水平一般,都处于中等水平;追求成功的动机高于避免失败的动机;合成成就动机平均值较低,广西高职高专生的合成成就动机整体水平不高。
4.广西高职高专生一般自我效能感与其成就动机中的追求成功动机、避免失败动机有显著相关。高、低一般自我效能感组的高职高专生在追求成功动机上的差异显著,一般自我效能感高分组的追求成功动机显著高于低分组;在避免失败的动机上差异不显著。广西高职高专生竞争心理总分及各维度与其成就动机中的追求成功动机、避免失败动机均有显著相关。高、低竞争心理组的高职高专生在追求成功动机、避免失败动机上的差异显著;竞争心理高分组的追求成功、避免失败动机显著高于低分组。广西高职高专生一般自我效能感与竞争心理总分及各维度都有显著相关。高、低一般自我效能感组的高职高专生在竞争心理总分及各维度上差异显著,一般自我效能高分组的竞争心理总分、竞争倾向、竞争动机、竞争策略、竞争内容均显著高于低分组。广西高职高专生的一般自我效能感、竞争心理各维度存在相互作用,能共同预测其追求成功动机、避免失败动机。一般自我效能感和竞争心理是影响高职高专生成就动机的重要因素。
Nowadays with the competition in the society becoming more and more fierce, people have to face the severe challenges. As higher vocational education is broadening its scale and developing greatly, various problems begin to arise. Higher vocational education focuses mainly on training students with technology application, who may have shorter time to study and face more violent competition under more stress than those undergraduate students. They are required to well master their major knowledge and technology as well as to improve their psychological quality, thus to better adapt to the society. Only those who have enough confidence on themselves to solve problems (i.e. having high general self-efficacy) can face the frustration in competition and finally achieve success. So it is of great significance to study those students’general self-efficacy, competitiveness and achievement motivation, to learn their preparations and psychological status for the competition, and to know how to improve their general self-efficacy and make it play an important role in improving their technical skill to achieve success.
However, there are few domestic empirical researches on college students’competitiveness. Researches on the relations between general self-efficacy and achievement motivation are also uncommon, and researches on the relations between competitiveness and achievement motivation are still at the exploratory stage .What’s more, the related research on general self-efficacy, competitiveness and achievement motivation of students at higher vocational colleges hasn’t drawn much attention of the scholars. So this research aims to analyze the characteristics of general self-efficacy and competitiveness of students at higher vocational colleges in Guangxi and to discuss the relations among general self-efficacy, competitiveness and achievement motivation, thus to know students at higher vocational colleges in the western part of China; to improve the quality of the talent; to enrich the related theories of general self-efficacy, competitiveness and achievement motivation, and to supplement the related research on psychology counseling for students at higher vocational colleges, thus to provide theoretical and practical help for improvement of the mental health of higher vocational education.
This research adopts 937 students of 4 higher vocational colleges in Guangxi Province as the objects of study and uses General Self-Efficacy Scale (i.e. GSES), The Achievement Motive Scale (i.e. AMS) and University Students’Competitiveness Scale as the investigation measurement. EXCEL2003 and SPSS11.0 are also used to analyze the data. Based on the data analysis, some research results are as followed:
(1) The general self-efficacy of students at higher vocational colleges in Guangxi is above the average level. Their general self-efficacy remarkably differs in gender, grade and major. Male general self-efficacy is higher than female; sophomores and juniors have higher general self-efficacy than freshmen; students of science and engineering have higher general self-efficacy than those of arts; while their birthplace, sibling situation, family structure and financial status make no difference to it.
(2) Students at higher vocational colleges in Guangxi are capable of an upper second in competitiveness.①Their total score of competitiveness, competitive motivation, competitive tactics, behavior tendency, self-display, profit gain, authority competition, interest competition and life competition are greatly different in gender, in which male students have a higher score than female students except in interest competition.②Their total score of competitiveness, competitive motivation and competitive tactics are different in grade. Sophomores are higher than freshmen in the total score of competitiveness and competitive tendency; sophomores and juniors are higher than freshmen in competitive tactics; while freshmen are higher than juniors in competitive motivation.③Their total score of competitiveness, competitive tendency, competitive motivation, competitive tactics and competitive substance are different in major, in which students of science and engineering are much higher than those of arts.④They differ only in competitive tactics for their different birthplaces. Students from the urban area are higher than those from the rural area.⑤Their competitive tactics are also differed for their sibling situation. Only-child is higher than non- only child.⑥Their total score of competitiveness and competitive tactics are different due to the family structure. Students of single-parent family are higher than those of non single-parent family.⑦Their family financial status only makes difference to the competitive tactics. Those from the well-off families are higher than those from families with moderate or lower financial conditions.
(3) Students at higher vocational colleges in Guangxi have a general level in the motivation of pursuing success and avoiding failure. The motivation of pursuing success is more than that of avoiding failure, thus the general achievement motivation is well below the average.
(4) General self-efficacy of students at higher vocational colleges in Guangxi has relations with motivation of pursuing success and motivation of avoiding failure. Each level of general self-efficacy is different in motivation of pursuing success, the group with higher score in general self-efficacy has much better lever in pursuing success .While the difference in motivation of avoiding failure is not marked. The total score and dimension of competitiveness have a lot to do with the motivation of pursuing success and avoiding failure. Students in high rank are different from those in low rank; the high rank group is above the low group. Their general self-efficacy, total scores of competitiveness and its dimension have relations with each other. Students of high general self-efficacy are different from those of low general self-efficacy in the total score of competitiveness and its dimension. General self-efficacy and competitiveness interact each other; their general self-efficacy along with the dimension of competitiveness can be adopted to predict their motivation of pursuing success and avoiding failure. General self-efficacy and competitiveness are the essential elements of affecting the achievement motivation of vocational students.
但是,国内有关大学生竞争心理的实证研究还相当匮乏,对一般自我效能感与成就动机的关系研究并不多见,关于竞争心理与成就动机的关系研究尚处于探索阶段,针对高职高专生群体的一般自我效能感、竞争心理与成就动机的有关研究,尚未引起学者的足够重视。本研究旨在分析广西高职高专生一般自我效能感、竞争心理的特点,并探讨一般自我效能感、竞争心理与成就动机的关系,以期全面了解西部高职高专大学生群体的一般自我效能感、竞争心理发展状况和成就动机水平,提高人才质量;充实自我效能感、竞争心理、成就动机理论的有关内容;补充教育领域关于高职高专大学生心理辅导方面的有关研究,为推进高职高专生心理健康教育提供理论和实践帮助。
本研究选取广西4所高职高专院校的937名学生为研究对象,采用调查工具为一般自我效能感量表(GSES)、成就动机量表(AMS)和大学生竞争心理量表;使用EXCEL2003和SPSS11.0对数据进行统计分析。本研究的结果表明:
1.广西高职高专生一般自我效能感的平均水平较高,在中等水平以上。高职高专生的一般自我效能感在性别、年级、专业方面有显著差异;其中男生的一般自我效能感水平显著高于女生,大二、大三学生的一般自我效能感水平显著高于大一,理工科专业的一般自我效能感水平显著高于文科专业;而在生源、是否独生子女、家庭结构、家庭经济状况上均无显著差异。
2.广西高职高专生总的竞争得分属于中等偏上水平。(1)高职高专生的竞争心理总分、竞争动机、竞争策略、行为倾向、自我展示、获得利益、权威竞争、兴趣竞争、生活竞争在性别上差异显著;其中除兴趣竞争外,男生均显著高于女生,男生表现出更强的竞争性。(2)高职高专生的竞争心理总分、竞争动机、竞争策略在年级上差异显著;其中在竞争心理总分和竞争倾向上,大二显著高于大一;在竞争动机上大一显著高于大三;在竞争策略上大二、大三显著高于大一。(3)高职高专生的竞争心理总分、竞争倾向、竞争动机、竞争策略、竞争内容在专业上差异显著,均为理工科专业显著高于文科专业。(4)高职高专生的竞争策略在生源上存在显著差异,县城、城市高职高专生的竞争策略显著高于乡村学生。(5)高职高专生的竞争策略在是否独生子女上存在显著差异,独生子女的竞争策略显著高于非独生子女。(6)高职高专生的竞争心理总分、竞争策略在家庭结构上存在显著差异,均为单亲家庭学生的竞争总分、竞争策略显著高于非单亲家庭。(7)高职高专生的竞争策略在家庭经济状况上存在显著差异,家庭经济状况较好的高职高专生其竞争策略显著高于经济状况中等和较差的。
3.广西高职高专生追求成功的动机、避免失败的动机水平一般,都处于中等水平;追求成功的动机高于避免失败的动机;合成成就动机平均值较低,广西高职高专生的合成成就动机整体水平不高。
4.广西高职高专生一般自我效能感与其成就动机中的追求成功动机、避免失败动机有显著相关。高、低一般自我效能感组的高职高专生在追求成功动机上的差异显著,一般自我效能感高分组的追求成功动机显著高于低分组;在避免失败的动机上差异不显著。广西高职高专生竞争心理总分及各维度与其成就动机中的追求成功动机、避免失败动机均有显著相关。高、低竞争心理组的高职高专生在追求成功动机、避免失败动机上的差异显著;竞争心理高分组的追求成功、避免失败动机显著高于低分组。广西高职高专生一般自我效能感与竞争心理总分及各维度都有显著相关。高、低一般自我效能感组的高职高专生在竞争心理总分及各维度上差异显著,一般自我效能高分组的竞争心理总分、竞争倾向、竞争动机、竞争策略、竞争内容均显著高于低分组。广西高职高专生的一般自我效能感、竞争心理各维度存在相互作用,能共同预测其追求成功动机、避免失败动机。一般自我效能感和竞争心理是影响高职高专生成就动机的重要因素。
Nowadays with the competition in the society becoming more and more fierce, people have to face the severe challenges. As higher vocational education is broadening its scale and developing greatly, various problems begin to arise. Higher vocational education focuses mainly on training students with technology application, who may have shorter time to study and face more violent competition under more stress than those undergraduate students. They are required to well master their major knowledge and technology as well as to improve their psychological quality, thus to better adapt to the society. Only those who have enough confidence on themselves to solve problems (i.e. having high general self-efficacy) can face the frustration in competition and finally achieve success. So it is of great significance to study those students’general self-efficacy, competitiveness and achievement motivation, to learn their preparations and psychological status for the competition, and to know how to improve their general self-efficacy and make it play an important role in improving their technical skill to achieve success.
However, there are few domestic empirical researches on college students’competitiveness. Researches on the relations between general self-efficacy and achievement motivation are also uncommon, and researches on the relations between competitiveness and achievement motivation are still at the exploratory stage .What’s more, the related research on general self-efficacy, competitiveness and achievement motivation of students at higher vocational colleges hasn’t drawn much attention of the scholars. So this research aims to analyze the characteristics of general self-efficacy and competitiveness of students at higher vocational colleges in Guangxi and to discuss the relations among general self-efficacy, competitiveness and achievement motivation, thus to know students at higher vocational colleges in the western part of China; to improve the quality of the talent; to enrich the related theories of general self-efficacy, competitiveness and achievement motivation, and to supplement the related research on psychology counseling for students at higher vocational colleges, thus to provide theoretical and practical help for improvement of the mental health of higher vocational education.
This research adopts 937 students of 4 higher vocational colleges in Guangxi Province as the objects of study and uses General Self-Efficacy Scale (i.e. GSES), The Achievement Motive Scale (i.e. AMS) and University Students’Competitiveness Scale as the investigation measurement. EXCEL2003 and SPSS11.0 are also used to analyze the data. Based on the data analysis, some research results are as followed:
(1) The general self-efficacy of students at higher vocational colleges in Guangxi is above the average level. Their general self-efficacy remarkably differs in gender, grade and major. Male general self-efficacy is higher than female; sophomores and juniors have higher general self-efficacy than freshmen; students of science and engineering have higher general self-efficacy than those of arts; while their birthplace, sibling situation, family structure and financial status make no difference to it.
(2) Students at higher vocational colleges in Guangxi are capable of an upper second in competitiveness.①Their total score of competitiveness, competitive motivation, competitive tactics, behavior tendency, self-display, profit gain, authority competition, interest competition and life competition are greatly different in gender, in which male students have a higher score than female students except in interest competition.②Their total score of competitiveness, competitive motivation and competitive tactics are different in grade. Sophomores are higher than freshmen in the total score of competitiveness and competitive tendency; sophomores and juniors are higher than freshmen in competitive tactics; while freshmen are higher than juniors in competitive motivation.③Their total score of competitiveness, competitive tendency, competitive motivation, competitive tactics and competitive substance are different in major, in which students of science and engineering are much higher than those of arts.④They differ only in competitive tactics for their different birthplaces. Students from the urban area are higher than those from the rural area.⑤Their competitive tactics are also differed for their sibling situation. Only-child is higher than non- only child.⑥Their total score of competitiveness and competitive tactics are different due to the family structure. Students of single-parent family are higher than those of non single-parent family.⑦Their family financial status only makes difference to the competitive tactics. Those from the well-off families are higher than those from families with moderate or lower financial conditions.
(3) Students at higher vocational colleges in Guangxi have a general level in the motivation of pursuing success and avoiding failure. The motivation of pursuing success is more than that of avoiding failure, thus the general achievement motivation is well below the average.
(4) General self-efficacy of students at higher vocational colleges in Guangxi has relations with motivation of pursuing success and motivation of avoiding failure. Each level of general self-efficacy is different in motivation of pursuing success, the group with higher score in general self-efficacy has much better lever in pursuing success .While the difference in motivation of avoiding failure is not marked. The total score and dimension of competitiveness have a lot to do with the motivation of pursuing success and avoiding failure. Students in high rank are different from those in low rank; the high rank group is above the low group. Their general self-efficacy, total scores of competitiveness and its dimension have relations with each other. Students of high general self-efficacy are different from those of low general self-efficacy in the total score of competitiveness and its dimension. General self-efficacy and competitiveness interact each other; their general self-efficacy along with the dimension of competitiveness can be adopted to predict their motivation of pursuing success and avoiding failure. General self-efficacy and competitiveness are the essential elements of affecting the achievement motivation of vocational students.
引文
[1]Bandura,A. Self-efficacy :the exercise of control[M].New YorkFreeman,1997:3.
[2]Judge,T.A,Bono,J.E. Relationship of core self evaluations traits self-esteem,generalized self-efficacy locus of control,and emotional stability with job satisfaction and job Performance:a meta-analysis[J]. Journal of Applied Psychology,2001,86(l):80-92.
[3]Schwarzer, R, Artisti, B. Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures[J].Word Psychology,1997,3(1-2):177-190.
[4]时蓉华.新编社会心理学概论[M].上海:东方出版中心,1998:51-66.
[5]高玉祥.健全人格及其塑造[M].北京:北京师范大学出版社,1997:3-5.
[6]H.A. Murray, Explorations in personality[M]. New York: Ford University press,1938:101-115.
[7]McClelland DC.Human motivation[M].Glenview,IL:Scott,Foresman.1985:263-287.
[8]Atkinson J, Birch D. An introduction to motivation[M].NewYork: Van Nostrand,1964.18-19.
[9]Helmreich,R.L.&Spence, J.T.The work and family orientation questionnaire:An objective instrument to assess components of achievement motivation and attitudes toward family and career. JSAS Catalog of Selected Document in Psychology,1974,8(2):35-40.
[10]Ward, Edward A.Multidimensionality of achievement motivation among employed adults[J]. Journal of Social Psychology, 1997, 137(4):24-45.
[11] Dlict, Andrew J. Approach and avoidance motivation and achievement goal[J]. Fdwntional Psydwlogise,l999,34(3):46-52.
[12]〔美〕伯纳德·韦纳.动机和情绪的归因理论.林钟敏译[M].福建:福建教育出版社,1989.24-25.
[13]朱智贤.心理学大辞典[M].北京:北京师范大学出版社,1989:64.
[14]张智等.三校大学生竞争、合作策略取向的特点及影响因素[J].心理学探新.2001, 21(3): 30-35.
[15]Bandura A.Self—efficacy.In V.Sramachaudran(Ed.),Encyclopedia of human behavior[M].New York:Academic Press,1998:42-45.
[16]岑延远.当代大学生竞争心理特点与人格特征的关系研究[D].广州:华南师范大学博士学位论文,2005.
[17]余安邦、杨国枢.社会取向成就动机与个我取向成就动机:概念分析与实证研究[J].中央民族学研究集刊,1987,(64):61-62.
[1] Bandura,A. Self-efficacy:toward a unifying theory of behavior change [J].Psychological Review,1977,84:191-215.
[2] Bandura,A. Social foundations of thought and action:A social cognitive theory[M].Englewood Cliffs,NJ:Prentice Ha11,1986:391.
[3] 周国韬,戚立夫.人类行为的控制与调节――班杜拉的自我效能感理论述评[J]. 东北师大学报(教育科学版),1988,4: 38-43.
[4] Bandura,A. Self-efficacy :the exercise of control[M]. New YorkFreeman,1997:3.
[5] Judge,T.A.,Bono,J.E. Relationship of core self evaluations traits self-esteem,generalized self-efficacy locus of control,and emotional, stability with job satisfaction and job Performance:a meta-analysis[J]. Journal of Applied Psychology,2001,86(l):80-92.
[6] Schwarzer,R.,Artisti,B. Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures[J]. Word Psychology,1997,3(1-2):177-190.
[7] 王才康,刘勇.一般自我效能感与特质焦虑、状态焦虑和考试焦虑的相关研究[J].中国临床心理学杂志,2000,8(4):229-230.
[8] 王才康,胡中锋,刘勇.一般自我效能感量表的信度和效度研究[J].应用心理学,2001,7(l):37-40.
[9] 钱铭怡.抑郁者目标水平与自我评价的研究[D].北京:北京大学博士研究生学位论文,1995.
[10] 钱铭怡,肖广兰.青少年心理健康水平、自我效能、自尊与父母教育方式的相关研究[J].心理科学,1998,21(6):553-555.
[11] 朱荣春,王通理,钱铭怡.大学生羞耻感和心理健康以及自我效能、自尊的相关研究[J].中国心理卫生杂志,1999,13(4):225-227.
[12] 答会明.大学生自信、自尊、自我效能感与心理健康的相关研究 [J].中国临床心理学杂志,2000,8(4):227-228.
[13] 侯永梅,郑江敏.医学生的一般自我效能感与心理健康状况、父母养育方式之间的关系[J].中国行为医学科学,2004,1:79-81.
[14] 曾荣侠.大学生一般自我效能感及其与应对方式、心理健康关系的研究[D].开封:河南大学,2004.
[15] 陈俐.大学生自我效能感与毕业取向的关系研究 [D].南京:南京师范大学,2004.
[16] 付梅.大学生一般自我效能感与人际交往的关系研究[D].芜湖:安徽师范大学,2005.
[17] 蒋玉芝.湖南省高职大学生一般自我效能感及其影响因素研究[D].长沙:湖南师范大学,2007.
[18] 答会明.父母教养方式与孩子的自信、自尊、自我效能及心理健康水平的相关研究[J].中国健康教育,2002,18(8):483-486.
[19] 时蓉华.新编社会心理学概论[M].上海:东方出版中心,1998:51-66.
[20] 高玉祥.健全人格及其塑造[M].北京:北京师范大学出版社,1997:1-5.
[21] 郑雪.人格心理学[M].广州:暨南大学出版社,2001: 137-165.
[22] 陈国鹏等.《竞争态度量表》中国版的修订[J].心理科学.2003,(26)2 :332-333
[23] 赵国秋,王义强等.社会竞争心理的相关因素与提高职工竞争意识的对策研究.[EB/OL]. http://www.hznet.com.cn/kjdt/yjjg/2002/2002c.doc.
[24] 岑延远.当代大学生竞争心理特点与人格特征的关系研究[D].广州:华南师范大学,2005.
[25] 张智等.三校大学生竞争/合作策略取向的特点及影响因素[J].心理学探新.2001,(21)3:30-35.
[26] 施章清,方海明.高师学生合作与竞争意识现状调查[J].青年研究.2002,3:22-26.
[27] H.A. Murray, Explorations in personality[M].New York: Ford University press,1938.
[28] D.C. McClelland, Human Motivation[M].Scott:Foresman,1985.
[29] 崔凯.家庭教养方式对大学生成就动机及主观幸福感的影响[D].郑州:郑州师范大学, 2007.
[30] Atkinson J, Birch D. An introduction to motivation[M].NewYork:Van Nostrand,1964:18-19.
[31] Helmreich,R.L.&Spence, J.T.The work and family orientation questionnaire:An objective instrument to assess components of achievement motivation and attitudes toward family and career. JSAS Catalog of Selected Document in Psychology,1974,8(2):35-40.
[32] Ward, Edward A. Multidimensionality of achievement motivation among employed adults[J]. Journal of Social Psychology, 1997, 137(4 ):24-45.
[33] Dlict, Andrew J. Approach and avoidance motivation and achievement goal[J]. Fdwntional Psydwlogise,l999,34(3):46-52.
[34] 〔美〕伯纳德·韦纳.动机和情绪的归因理论.林钟敏译[M].福建:福建教育出版社,1989:24-25.
[35] 朱智贤.心理学大辞典[M].北京:北京师范大学出版社,1989:64.
[36] Ball,S.Motivation.In:H.E.Mitzeled. Encyclopedia of educational research (5 ed.) [M].New York: Macmillan, 1982:1256-1263.
[37] 景怀斌.中国人民成就动机性别差异研究[J].心理科学,1995,2:180-183.
[38] 杨渝川,王卫红,张庆林.中国大学生成就动机的因素结构研究[J].南京师范大学学报,1996,2:67-72.
[39] 雷雳,侯志瑾,白学军.不同高师学生的学习动机与学习策略[J].心理发展与教育,1997,4:18-22.
[40] 梁丽萍,韩向明.大学生成就动机和成就行为的测量研究[J].心理科学,1998,21(4):377—380.
[41] 张积家,陈俊.大学生的成就动机和成功恐惧的研究[J].应用心理学,2002,(2):18—22.
[42] 李萌、张春妹.大学生、研究生的成就动机水平的测量与分析[J].内蒙古师大学报(教育科学版),2002,3:70-72.
[43] 范玉宝.关于高师学生成就动机的研究[D].济南:山东师范大学,2003.
[44] 张文梅.影响大学生成就动机因素的多元统计分析[D].贵阳:贵州师范大学,2006.
[45] 严芳,周海咏.高职院校学生成就动机特点的调查与分析[J].重庆文理学院学报(社会科学版),2007,26(4):48-52.
[46] 肖志玲.大学生学业自我效能与成就动机的关系[J].湖北工学院学报,2003,18(4):70-73.
[47] 张梅英.大学生学业自我效能感与成就动机的关系[J].太原大学学报,2006,7(2):61-63.
[48] 王云鹏.大学生学业自我效能感、成就动机与职业兴趣之间的关系研究[D].四平:吉林师范大学,2007.
[49] 李建伟,曹光海等.艺术院校大学生一般自我效能感、成就动机及其关系研究[J].中国健康心理学杂志,2007,l5(2):134-136.
[50] 王才康.中学生一般自我效能感的发展特点研究明[J].中国行为医学科学,2002,11(2):214-215.
[51] 车丽萍,当代大学生自信特点研究 2002[D].重庆:西南师范大学,2002.
[52] 高旭亮,李平.论大学生的成就动机培养[J].成都中医药大学学报(教育科学版),2000,2(2):76-78.
[2]Judge,T.A,Bono,J.E. Relationship of core self evaluations traits self-esteem,generalized self-efficacy locus of control,and emotional stability with job satisfaction and job Performance:a meta-analysis[J]. Journal of Applied Psychology,2001,86(l):80-92.
[3]Schwarzer, R, Artisti, B. Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures[J].Word Psychology,1997,3(1-2):177-190.
[4]时蓉华.新编社会心理学概论[M].上海:东方出版中心,1998:51-66.
[5]高玉祥.健全人格及其塑造[M].北京:北京师范大学出版社,1997:3-5.
[6]H.A. Murray, Explorations in personality[M]. New York: Ford University press,1938:101-115.
[7]McClelland DC.Human motivation[M].Glenview,IL:Scott,Foresman.1985:263-287.
[8]Atkinson J, Birch D. An introduction to motivation[M].NewYork: Van Nostrand,1964.18-19.
[9]Helmreich,R.L.&Spence, J.T.The work and family orientation questionnaire:An objective instrument to assess components of achievement motivation and attitudes toward family and career. JSAS Catalog of Selected Document in Psychology,1974,8(2):35-40.
[10]Ward, Edward A.Multidimensionality of achievement motivation among employed adults[J]. Journal of Social Psychology, 1997, 137(4):24-45.
[11] Dlict, Andrew J. Approach and avoidance motivation and achievement goal[J]. Fdwntional Psydwlogise,l999,34(3):46-52.
[12]〔美〕伯纳德·韦纳.动机和情绪的归因理论.林钟敏译[M].福建:福建教育出版社,1989.24-25.
[13]朱智贤.心理学大辞典[M].北京:北京师范大学出版社,1989:64.
[14]张智等.三校大学生竞争、合作策略取向的特点及影响因素[J].心理学探新.2001, 21(3): 30-35.
[15]Bandura A.Self—efficacy.In V.Sramachaudran(Ed.),Encyclopedia of human behavior[M].New York:Academic Press,1998:42-45.
[16]岑延远.当代大学生竞争心理特点与人格特征的关系研究[D].广州:华南师范大学博士学位论文,2005.
[17]余安邦、杨国枢.社会取向成就动机与个我取向成就动机:概念分析与实证研究[J].中央民族学研究集刊,1987,(64):61-62.
[1] Bandura,A. Self-efficacy:toward a unifying theory of behavior change [J].Psychological Review,1977,84:191-215.
[2] Bandura,A. Social foundations of thought and action:A social cognitive theory[M].Englewood Cliffs,NJ:Prentice Ha11,1986:391.
[3] 周国韬,戚立夫.人类行为的控制与调节――班杜拉的自我效能感理论述评[J]. 东北师大学报(教育科学版),1988,4: 38-43.
[4] Bandura,A. Self-efficacy :the exercise of control[M]. New YorkFreeman,1997:3.
[5] Judge,T.A.,Bono,J.E. Relationship of core self evaluations traits self-esteem,generalized self-efficacy locus of control,and emotional, stability with job satisfaction and job Performance:a meta-analysis[J]. Journal of Applied Psychology,2001,86(l):80-92.
[6] Schwarzer,R.,Artisti,B. Optimistic self-beliefs:Assessment of general perceived self-efficacy in thirteen cultures[J]. Word Psychology,1997,3(1-2):177-190.
[7] 王才康,刘勇.一般自我效能感与特质焦虑、状态焦虑和考试焦虑的相关研究[J].中国临床心理学杂志,2000,8(4):229-230.
[8] 王才康,胡中锋,刘勇.一般自我效能感量表的信度和效度研究[J].应用心理学,2001,7(l):37-40.
[9] 钱铭怡.抑郁者目标水平与自我评价的研究[D].北京:北京大学博士研究生学位论文,1995.
[10] 钱铭怡,肖广兰.青少年心理健康水平、自我效能、自尊与父母教育方式的相关研究[J].心理科学,1998,21(6):553-555.
[11] 朱荣春,王通理,钱铭怡.大学生羞耻感和心理健康以及自我效能、自尊的相关研究[J].中国心理卫生杂志,1999,13(4):225-227.
[12] 答会明.大学生自信、自尊、自我效能感与心理健康的相关研究 [J].中国临床心理学杂志,2000,8(4):227-228.
[13] 侯永梅,郑江敏.医学生的一般自我效能感与心理健康状况、父母养育方式之间的关系[J].中国行为医学科学,2004,1:79-81.
[14] 曾荣侠.大学生一般自我效能感及其与应对方式、心理健康关系的研究[D].开封:河南大学,2004.
[15] 陈俐.大学生自我效能感与毕业取向的关系研究 [D].南京:南京师范大学,2004.
[16] 付梅.大学生一般自我效能感与人际交往的关系研究[D].芜湖:安徽师范大学,2005.
[17] 蒋玉芝.湖南省高职大学生一般自我效能感及其影响因素研究[D].长沙:湖南师范大学,2007.
[18] 答会明.父母教养方式与孩子的自信、自尊、自我效能及心理健康水平的相关研究[J].中国健康教育,2002,18(8):483-486.
[19] 时蓉华.新编社会心理学概论[M].上海:东方出版中心,1998:51-66.
[20] 高玉祥.健全人格及其塑造[M].北京:北京师范大学出版社,1997:1-5.
[21] 郑雪.人格心理学[M].广州:暨南大学出版社,2001: 137-165.
[22] 陈国鹏等.《竞争态度量表》中国版的修订[J].心理科学.2003,(26)2 :332-333
[23] 赵国秋,王义强等.社会竞争心理的相关因素与提高职工竞争意识的对策研究.[EB/OL]. http://www.hznet.com.cn/kjdt/yjjg/2002/2002c.doc.
[24] 岑延远.当代大学生竞争心理特点与人格特征的关系研究[D].广州:华南师范大学,2005.
[25] 张智等.三校大学生竞争/合作策略取向的特点及影响因素[J].心理学探新.2001,(21)3:30-35.
[26] 施章清,方海明.高师学生合作与竞争意识现状调查[J].青年研究.2002,3:22-26.
[27] H.A. Murray, Explorations in personality[M].New York: Ford University press,1938.
[28] D.C. McClelland, Human Motivation[M].Scott:Foresman,1985.
[29] 崔凯.家庭教养方式对大学生成就动机及主观幸福感的影响[D].郑州:郑州师范大学, 2007.
[30] Atkinson J, Birch D. An introduction to motivation[M].NewYork:Van Nostrand,1964:18-19.
[31] Helmreich,R.L.&Spence, J.T.The work and family orientation questionnaire:An objective instrument to assess components of achievement motivation and attitudes toward family and career. JSAS Catalog of Selected Document in Psychology,1974,8(2):35-40.
[32] Ward, Edward A. Multidimensionality of achievement motivation among employed adults[J]. Journal of Social Psychology, 1997, 137(4 ):24-45.
[33] Dlict, Andrew J. Approach and avoidance motivation and achievement goal[J]. Fdwntional Psydwlogise,l999,34(3):46-52.
[34] 〔美〕伯纳德·韦纳.动机和情绪的归因理论.林钟敏译[M].福建:福建教育出版社,1989:24-25.
[35] 朱智贤.心理学大辞典[M].北京:北京师范大学出版社,1989:64.
[36] Ball,S.Motivation.In:H.E.Mitzeled. Encyclopedia of educational research (5 ed.) [M].New York: Macmillan, 1982:1256-1263.
[37] 景怀斌.中国人民成就动机性别差异研究[J].心理科学,1995,2:180-183.
[38] 杨渝川,王卫红,张庆林.中国大学生成就动机的因素结构研究[J].南京师范大学学报,1996,2:67-72.
[39] 雷雳,侯志瑾,白学军.不同高师学生的学习动机与学习策略[J].心理发展与教育,1997,4:18-22.
[40] 梁丽萍,韩向明.大学生成就动机和成就行为的测量研究[J].心理科学,1998,21(4):377—380.
[41] 张积家,陈俊.大学生的成就动机和成功恐惧的研究[J].应用心理学,2002,(2):18—22.
[42] 李萌、张春妹.大学生、研究生的成就动机水平的测量与分析[J].内蒙古师大学报(教育科学版),2002,3:70-72.
[43] 范玉宝.关于高师学生成就动机的研究[D].济南:山东师范大学,2003.
[44] 张文梅.影响大学生成就动机因素的多元统计分析[D].贵阳:贵州师范大学,2006.
[45] 严芳,周海咏.高职院校学生成就动机特点的调查与分析[J].重庆文理学院学报(社会科学版),2007,26(4):48-52.
[46] 肖志玲.大学生学业自我效能与成就动机的关系[J].湖北工学院学报,2003,18(4):70-73.
[47] 张梅英.大学生学业自我效能感与成就动机的关系[J].太原大学学报,2006,7(2):61-63.
[48] 王云鹏.大学生学业自我效能感、成就动机与职业兴趣之间的关系研究[D].四平:吉林师范大学,2007.
[49] 李建伟,曹光海等.艺术院校大学生一般自我效能感、成就动机及其关系研究[J].中国健康心理学杂志,2007,l5(2):134-136.
[50] 王才康.中学生一般自我效能感的发展特点研究明[J].中国行为医学科学,2002,11(2):214-215.
[51] 车丽萍,当代大学生自信特点研究 2002[D].重庆:西南师范大学,2002.
[52] 高旭亮,李平.论大学生的成就动机培养[J].成都中医药大学学报(教育科学版),2000,2(2):76-78.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |