个人目标取向、课堂目标结构及文化因素与学业求助策略的关系研究

本研究以982名初中学生为被试,采用验证性因素分析和多元回归方法对个人目标取向、课堂目标结构及文化因素与学业求助策略的关系进行研究。结果表明:(1)个人目标取向可以区分出任务取向、趋向型自我取向和逃避型自我取向,它们对学业求助的影响是不同的,只有逃避型自我取向的学生才倾向于作不利于学习的执行性求助。(2)课堂目标结构对学业求助有影响 ,在任务取向的课堂里 ,学生倾向于作工具性求助。(3)文化因素对学业求助有影响。认同中国求助格言的学生愿意作工具性求助,在意他人评价的学生倾向于回避求助或作执行性求助。(4)个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。     

动机与情境对不同自控水平儿童学业求助的影响

本实验以小学儿童为被试,研究了在不同动机取向和情境条件下的不同自我控制水平儿童的学业求助行为。结果表明：（１）单独无自尊压力的解难题情境比群体压力情境导致更多的求助行为。（２）低自控儿童比高自控儿童产生更多的执行性求助,但主要表现在单独无自尊压力的情境下。（３）在群体压力情境下,自我卷入的儿童比任务卷入的儿童表现出更多的求助行为。（４）在单独无自尊压力的情境下,任务卷入的儿童比自我卷入的儿童表现出     

中学生的班级环境、学业自我与学业求助的关系

为考察中学生的班级环境、学业自我和学业求助三者之间的关系,采用问卷法对415名初高中生进行了调查研究,结果发现:1)知觉到的班级环境为团结向上型的学生在学习中易倾向为工具性求助而较少执行性和回避性求助;2)中学生在学业自我总分上得分越高,他们越倾向于工具性求助而较少执行性和回避性求助;3)中学生对班级环境的知觉会影响其学业自我发展,同时班级环境中的师生关系会通过学业自我影响其学业求助行为。     

在江苏藏族初中生学业求助特点及对策

采用学业求助量表对江苏省常州西藏民族中学240名初中生进行调查,探讨其学业求助的特点。结果表明:学业求助总体水平较低;初一学生的工具性求助显著高于初二、初三学生,初二、初三学生的执行性求助和回避求助显著高于初一学生,而初二、初三学生的工具性求助、执行性求助和回避求助均无显著年级差异;女生的工具性求助显著高于男生,而执行性求助和回避求助则无显著性别差异。为使在江苏藏族初中生提高学业求助水平,建立良好师生关系是前提,理解学业求助策略是基础,掌握学业求助技能是关键。     

课堂成就目标定向、任务难度、学业水平与元认知监控策略运用

以217名高中生为被试,采用计算机监控的活动操作法,探讨课堂成就目标定向、任务难度对不同学业水平学生元认知监控策略运用的影响。结果表明：（1）课堂掌握目标定向下均比在课堂成绩目标定向下更多地运用元认知监控策略;（2）高学业学生在较难任务上比较易任务上更多地运用元认知监控策略;低学业学生,在课堂掌握目标定向下．在较难任务上比较易任务上更多地使用元认知监控策略;在课堂成绩目标定向下,与课堂掌握目标定向情形相反;（3）临场动机中的自我效能感、目标方向、努力程度在课堂成就目标定向、任务难度对元认知监控策略的影响中具有中介作用。     

成都和拉萨中学生应付行为的比较研究

目的研究成都和拉萨中学生应付行为的特点,通过研究结果提出一些通过教育可以改进不良应付行为的策略。方法采用应付行为问卷对两地中学生进行测查。结果两地中学生采用的应付行为的概率从高到低依次为解决问题、求助、幻想、退避、合理化、自责;成都比拉萨中学生相对更多地采用解决问题、求助等积极的应付行为,但拉萨中学生更少采用合理化的消极应付行为;成都初二学生比拉萨的更多采用解决问题、求助、合理化三种应付行为,但他们自责、退避两种应付行为采用的概率也高于拉萨学生。结论两地中学生以积极的应付行为为主,但幻想、退避应付行为使用的概率也很高,这尤其表现在成都市中学生身上;成都初二学生的应付行为表现出一定的独特性。     

自我效能、价值、课堂环境及学习成绩与学业求助的关系

以１３５名初中二年级学生为被试,采用问卷研究了自我效能、价值、课堂环境及学习成绩与学业求助的关系。结果表明：（１）自我效能与求助益处、工具性求助呈显著正相关关系;与求助代价、执行性求助和回避求助呈显著负相关关系;（２）价值与求助益处、工具性求助呈显著正相关关系;与求助价价、执行性和回避求助呈显著负相关关系;（３）支持求助的课堂环境与工具性求助呈显著正相关关系;与来自老师的威胁和回避求助呈显著负相关     

不同自尊者在赌博情境下的风险规避行为

为了考察不同自尊水平的个体在赌博情境下的风险规避行为,263名大学生被试同时完成外显Rosenberg量表、内隐联想测验和21点赌博游戏。实验结果发现,(1)随着风险的增加,所有被试都表现出风险规避;(2)在高外显自尊水平的个体中,低内隐自尊水平个体比高内隐自尊水平个体表现出更多的风险规避行为;在低内隐自尊的个体中,高外显自尊个体比低外显自尊个体表现出更多的风险规避行为。风险规避行为间接地反映出个体的防御倾向,结果提示,在风险情境中,高外显低内隐自尊个体表现出较高的自我防御倾向。     

关于学业求助的研究综述

学业求助作为一种与成就有关的学习策略引起了西方学者的高度重视。研究表明,自尊心或能力知觉与学业求助有密切关系,低自尊心的学生更不愿求助。目标取向对学业求助也有重要影响。任务卷入比自我卷入导致更多的适应性求助。作者从自我调控学习理论的角度对学业求助的意义作了讨论。     

风险决策框架下的求助意愿：依恋的调节作用

基于风险决策框架探讨情境紧急性和依恋类型对个体求助意愿的影响,通过亲密关系经历量表区分安全依恋和不安全依恋被试,考察他们在不同情境条件下的求助意愿及风险偏好。结果发现:(1)个体在紧急情境下的求助意愿显著高于一般情境下的求助意愿,安全依恋个体的求助意愿显著高于不安全依恋个体的求助意愿;(2)依恋安全调节情境紧急性对求助意愿的影响,安全依恋个体在一般和紧急情境下均表现为风险规避型求助,不安全依恋个体在一般情境下表现为风险规避型求助,在紧急情境下则表现为风险寻求型求助。这表明,情境越紧急,个体的求助意愿越高,且依恋安全调节个体求助方式的风险倾向。     

羞怯对小学中高年级学生学业求助的影响：有调节的中介

采用问卷调查法,以936名小学生为被试,探究了羞怯对小学生学业求助的影响机制。结果发现：（1）羞怯显著正向预测小学生的执行性求助和回避性求助,显著负向预测工具性求助（老师/同学）;（2）自尊在羞怯与小学生学业求助各维度的关系中都起到了中介作用;（3）班级环境在羞怯和自尊,自尊和工具性求助（老师）的关系中起着调节作用。研究结果揭示了羞怯影响学业求助的作用机制,对教育者引导学生形成适应性学业求助具有启示意义。     

影响学生学业求助的因素及其有效策略探析

越来越多的学者认为,学业求助是一种重要的自我调控学习策略,对学生的学习具有重要的意义。本文总结了与学业求助有关的影响因素,包括成就目标、自我效能、班级环境和任务难度,并在此基础上探讨了激发学生有效求助的学习策略。     

Effects of achievement motivation, social identity, and peer group norms on academic conformity

This study investigated whether academic achievement motivation and social identity explain variation in children’s conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity. Specifically, children who enjoyed academic pursuits and who belonged to academically-inclined peer groups were more likely to conform to novel academic behaviors than children who did not. Additionally, academic value moderated the relationship between peer group norms and conformity, implying that, for students who do not value academics, belonging to a peer group with high academic norms will lead to more conformity to academic behaviors than belonging to a peer group with low academic norms. In contrast, analyses suggested that some aspects of achievement motivation and social identity are unrelated to academic conformity. Implications for encouraging positive academic behaviors in middle childhood are discussed.     

School socio-economic status and student socio-academic achievement goals in upper secondary contexts

In recent years motivational researchers have spent considerable time examining race/ethnicity and gender differences in academic and social achievement goals, but little time examining the influence of socioeconomic status (SES). This lack of attention is surprising given that both student motivation and SES have been shown to predict academic attainment. This study surveyed the academic and social achievement goal orientations of 16–17 year old students (n = 130) attending two schools with markedly different socioeconomic profiles. Analyses showed significant differences between the schools on the academic achievement goal scales, with students at the low SES school less likely to endorse adaptive combinations of mastery and performance goals than their high SES counterparts. Students who did not expect to finish senior high school also endorsed social goals that may manifest as disruptive behaviours in the classroom. The findings suggest that SES may influence the adoption of academic achievement goals but not necessarily social achievement goals. Implications for theory and research are discussed.     

Intelligence,classroom behavior,and academic achievement in children at high and low risk for psychopathology: A structural equation analysis

The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk, A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect than a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.This research was supported by National Institute of Mental Health Grant MH 24819 to Drs. E. J. Anthony and J. Worland. The authors appreciate the help of the entire Harry Edison Child Development Research Center staff, especially Janet Penniman, Steven Finn, Harriet Lander, Arlene Stiffman, Victor Hesselbrock, Darcy Gilpin, Janice Hensiek, and Crisanne Roberts. Special thanks are expressed to Myra Ferrel and Alice Woods for making arrangements with the schools. Our gratitude is expressed to the principals, counselors, and teachers of the St. Louis area schools and to the children and families who participated in this effort.     

学习积极性的心理分析

学习积极性是学生在学习活动中的一种自觉的能动的心理状态。从儿童出生来到这个陌生的世界,他们就不断地和环境相互作用,接受客观现实中的各种刺激并作出相应的应答活动。随着年龄的增长和身心的发展,儿童对周围事物产生强烈的好奇心和旺盛的求知欲。但是,为什么在学校里,有的学生对学习表现出很大的积极性,有的学生却不愿意学习,觉得学习是个沉重的负担,毫无积极性呢?学生的学习积极性究竟从何而来呢?本文仅从心理学的角度对学生的学习积极性谈一谈个人的认识。     

个人取向勇气对中学生学业成就的影响:问题解决和求助应对方式的中介作用

采用整群抽样法选取山西、云南、重庆地区的1100名中学生作为研究对象,通过心理量表和学科测验获取其个人取向勇气、应对方式、学业成就的数据,探讨个人取向勇气对中学生学业成就的影响及其中介机制。结构方程建模结果表明：中学生的个人取向勇气与学业成就之间显著正相关,问题解决应对方式、求助应对方式在个人取向勇气影响中学生学业成就的过程中起中介作用。研究结果揭示了勇气水平较高的中学生更倾向采用问题解决和求助两种应对方式,从而取得较大的学业成就,这对中学教育工作者开展勇气品格培养和学业成就提升的教育实践有重要启示。     

Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School

Male students show less academic effort and lower academic achievement than do female students. The present study aimed to shed more light on the reasons for why male students show low academic effort despite the finding that this undermines their academic achievement. We explored whether students experience psychological benefits from showing low effort or “effortless” achievement in school and whether these benefits are greater for male than for female students. In two experimental vignette studies with independent samples of German ninth graders (N?=?210) and teachers (N?=?176), we systematically varied student targets’ gender, effort, and achievement and tested for effects on targets’ ascribed intelligence, popularity, likeability, masculinity, femininity, and gender-typicality. The “effortless” achiever was rated as more popular than students showing high effort. Teachers perceived the effortless achiever as the most intelligent target. Academic effort further increased students’ ratings of a low-achieving target’s likeability and students’ and teachers’ ratings of all targets’ femininity as well as decreased students’ ratings of all targets’ masculinity. Students and teachers perceived targets showing low (vs. high) effort as more similar to a typical boy, whereas teachers perceived targets showing high (vs. low) effort as more similar to a typical girl. Results indicate a need to understand the psychological benefits of low academic engagement, especially for male students, and to address the feminine stereotyping of (academic) effort.