| 课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍 |
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| 引用本文： | 李晓东,林崇德,聂尤彦,庞爱莲.课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍[J].心理科学,2003,26(4):590-594. |
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| 作者姓名： | 李晓东 林崇德 聂尤彦 庞爱莲 |
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| 作者单位： | 1. 东北师范大学心理系,长春,130024
2. 北京师范大学发展心理研究所,北京,100875 |
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| 基金项目： | 全国教育科学“十五”规划重点课题(项目批号:DBA010165)，教育部人文社会科学研究“十五”规划课题(项目号:01JA880055) |
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| 摘 要： | 以216名初中二年级学生为被试，采用协方差结构模型对成就目标、自我效能、价值与学业自我妨碍的关系进行研究。结果表明：课堂自我取向对学业自我妨碍有显著的正向预测作用；自我效能、内在价值和达成价值对学业自我妨碍有显著的负向预测作用。
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| 关 键 词： | 教育心理学 自我调控学习 自我妨碍行为 课堂目标结构 个人目标取向 自我效能 价值 |
Academic Self-handicapping:Its Relation to Classroom Goal Structures,Personal Goal Orientation, Self-efficacy and Value |
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| Li Xiaodong,LinChongde,NieYouyan,PangAilian.Academic Self-handicapping:Its Relation to Classroom Goal Structures,Personal Goal Orientation, Self-efficacy and Value[J].Psychological Science,2003,26(4):590-594. |
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| Authors: | Li Xiaodong LinChongde NieYouyan PangAilian |
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| Abstract: | The present study investigated the relationship between classroom structures, personal goal orientation, self-efficacy, value and academic self-handicapping by the method of SEM. 216 eighth-graders of a middle school responded a questionnaire. The following results were obtained: class ego orientation was a significant positive predicator of academic self-handicapping; self-efficacy, intrinsic value and attainment value were significant negative predicators of academic self-handicapping. |
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| Keywords: | classroom goal structure goal orientation self-efficacy value academic self-handicapping |
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