大学生的学习观及其与学习动机、自我效能感的关系

采用大学生学习观问卷、大学生学习动机量表(WMI)、一般自我效能感量表(GSES)及学习效能感量表,选取254名大学生作为被试进行问卷调查,探讨大学生的学习观现状及其与学习动机、一般自我效能感、学习效能感的关系.结果表明:大学生的学习观总体上是倾向于建构性的;文理科学生、本专科学生在学习观的各维度得分上不存在显著差异;大学生的学习观与其内生动机、一般自我效能感、学习效能感存在显著正相关,与外生动机多为显著负相关;学业自我体验与学习过程观是大学生内生动机的有效预测变量,学业自我体验是大学生一般自我效能感和学习效能感的有效预测变量.     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

贫困地区初中生学业自我效能、内部动机与学业成绩的关系研究

对贫困地区初中生学业自我效能、内部动机与学业成绩之间关系的测量研究表明：不同学业成绩组学生在自我效能、成功动机、促进性紧张、期望水平和自己责任性方面差异显著;学业自我效能与内部动机诸因素有密切关系、共同构成影响学业成绩的内在因素;对学业成绩正向预测作用最强的是自我效能,其次是促进性紧张和成功交往动机。     

初二学生的自我决定动机对其学业投入的影响:成就目标的中介作用

采用中学生学业自我调控问卷、成就目标问卷和学业投入问卷,对唐山市322名初二学生进行了调查,分析初二学生的自我决定动机、成就目标、学业投入三者之间的关系并探讨自我决定动机通过成就目标对学业投入的影响机制.相关和路径分析的结果显示:(1)初二学生的自我决定动机、成就目标与其学业投入均呈显著相关关系,但相关程度不同,其中掌握接近目标与学业投入呈高度正相关.(2)初二学生的掌握接近、掌握回避、成绩回避目标在自我决定动机与学业投入之间起到了完全中介作用,其中,自我决定动机通过掌握接近目标的中介作用对其学业投入的正向预测效应最大:成绩接近目标在自我决定动机与其学业投入之间不发挥中介作用.由此得出结论,初二学生的自我决定动机通过掌握接近、掌握回避、成绩回避目标对其学业投入产生影响,其中掌握接近目标的中介作用最大.     

亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用

以891名河北省衡水市某小学4~6年级学生为研究对象，采用问卷调查的方式，考察了亲子间教育期望差异对小学生情感幸福感的影响，以及学业成绩和学业自我效能感的多重中介作用。结果发现：（1）亲子间教育期望差异影响小学生情感幸福感，与感知到的父母教育期望和自我教育期望一致相比，当感知到的父母教育期望高于自我教育期望时，小学生的积极情感水平更低而消极情感水平更高；（2）学业成绩和学业自我效能感在“感知到的父母教育期望 > 自我教育期望”这一差异方向与积极情感间起部分中介作用，在“感知到的父母教育期望 > 自我教育期望”与消极情感间起完全中介作用。具体而言，“感知到的父母教育期望 > 自我教育期望”可直接影响积极情感，还可通过学业成绩和学业自我效能感的链式中介作用以及学业自我效能感的独立中介作用间接影响积极情感；同时，“感知到的父母教育期望 > 自我教育期望”可通过学业成绩和学业自我效能感的链式中介作用、学业自我效能感的独立中介作用以及学业成绩的独立中介作用影响消极情感。     

学业自我效能感与在线学习投入的关系：学习动机和心流体验的链式中介作用

为探讨学业自我效能感对在线学习投入的影响及其作用机制,采用学业自我效能感量表、学习动机量表、心流体验量表和在线学习投入量表,对310名在线学习者进行问卷调查。结果发现：（1）学业自我效能感对在线学习投入具有正向预测作用;（2）学习动机和心流体验分别在学业自我效能感和在线学习投入之间起部分中介作用;（3）学习动机、心流体验在学业自我效能感和在线学习投入之间起链式中介作用。     

师范生未来时间洞察力、学习倦怠与学业自我效能感的关系研究

采用大学生未来时间洞察力量表、学习倦怠量表、学业自我效能感量表,对219名师范生进行施测,考察未来时间洞察力、学习倦怠对学业自我效能感的作用及三者的关系。结果表明:(1)远目标定向、学业行为自我效能、情绪低落和行为不当存在显著差异;(2)未来时间洞察力对学业自我效能感有显著的正向影响,学习倦怠对学业自我效能感有显著的负向影响;未来时间洞察力和学习倦怠分别对学业自我效能感有显著的预测作用。(3)未来时间洞察力在学习倦怠和学业自我效能感间起部分中介作用。结论:师范生未来时间洞察力和学习倦怠对学业自我效能感有显著影响。     

军校大学生学业压力、学业自我效能感与学习投入:交互效应与中介效应

为探讨学业压力、学业自我效能感对学习投入的影响及其交互、中介效应,对463名军校大学生进行问卷调查,构建结构方程模型分析数据。结果发现:(1)军校大学生的学业压力对学习投入预测力不显著,而学业自我效能感显著正向预测学习投入;(2)军校大学生的学业压力负向调节了学业自我效能感与学习投入的关系,即随着学业压力的升高,学业自我效能感对学习投入的影响力逐渐减弱;(3)入世出世心理中的拼搏精神在学业自我效能感对军校大学生学习投入的影响过程中起中介作用。本研究结果为学校背景下要求、资源和投入之间的关系提供了新的证据,对军校大学生的教育实践具有一定借鉴意义。     

初中学生学业自我效能与学业成就关系研究

通过对初中学生学业自我效能、动机定向、成就目标、归因信念、自我监控学习等与学业成就之间的关系研究,结果表明:(1)初中学生的学业自我效能、内在动机定向、掌握目标、内部归因、自我监控学习与学业成绩有显着的正相关,而外在动机,外部归因与学业成绩有显着的负相关,同时回归分析揭示,学业自我效能是学生学业成绩的主要预期因素.(2)学业自我效能与动机定向、成就目标、归因信念、自我监控学习等因素之间相互影响、相互制约,共同构成影响学生学业成就的内在因素,学业自我效能对其它各种影响学业成绩的因素起到一种调节作用.     

Moderating effect of self-determination in the relationship between Big Five personality and academic performance

Previous studies have shown that both personality and motivation are important factors in student academic performance. This study examined how the interactions between the Big Five personality traits and self-determination motivation orientations affect students' academic performance. The hypotheses were empirically tested using cross-sectional data collected from 249 primary school students in China. The correlation analysis found that self-determined motivation and four of the five personality traits (not emotional instability) were significantly positively related to academic performance in English. The hierarchical regression analysis revealed that, after controlling for gender, openness to new experience and conscientiousness both positively predicted English performance. Significant interaction effects were found between agreeableness and self-determined motivation, and between conscientiousness and self-determined motivation. However, conscientiousness and agreeableness only positively predicted academic performance when the student's self-determined motivation was low.     

Are students in some college majors more self-determined in their studies than others?

Self-determination theory proposes that the extent to which students’ motivation is self-determined is critical to learning outcomes. Based on occasional research evidence and our perceptions, we hypothesize that college students in certain majors have profiles that are higher in self-determined motivation than students in other majors. Specifically, our primary hypothesis is that students in the social sciences and humanities tend to be more self-determined, whereas students in business-related majors tend to be less self-determined. The results from two studies using large samples and advanced analytical methods support the primary hypotheses. Comparison results were also obtained for other majors (e.g., engineering and natural sciences), and supplemental analyses supported the critical role of self-determined motivation in learning outcomes among students in all majors. Study 2 also found support for two mechanisms for such differences, i.e., the majors’ learning climates and students’ individual differences in autonomous functioning. The current evidence suggests the importance of promoting more humanistic learning environments in certain academic disciplines.     

The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis

The purpose of the present study was to test a motivational model that explains the relationship between school-leisure conflict and indicators of educational functioning and mental health using structural equation modeling with a sample of college students. Results provided support for the proposed model. Experiencing a conflict between education and leisure contexts was negatively predicted by having a self-determined motivation for school, while self-determined motivation for leisure activities was unrelated to the experience of such a conflict. A school-leisure conflict, in turn, was associated with poorer academic consequences (poor concentration at school, academic hopelessness, few intentions of pursuing in school), which were associated with higher levels of depression and low life satisfaction. Importantly, the proposed theoretical model was supported for both men and women. Results are discussed in terms of self-determination theory (Deci & Ryan, 1985, 1991, 2000) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997).     

Social context,student's motivation,and academic achievement: Toward a process model

The purpose of the present research was to propose and test a motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement is discussed and avenues for future research are considered.     

Perfectionism, academic motivation, and psychological adjustment: an integrative model

The purpose of this article was to propose and test an integrative model on the role of perfectionism, academic motivation, and psychological adjustment difficulties in undergraduate students. The model posits that self-oriented perfectionism facilitates self-determined academic motivation, whereas socially prescribed perfectionism enhances non-self-determined academic motivation. In turn, self-determined and non-self-determined academic motivations, respectively, lead to lower and higher levels of psychological adjustment difficulties. Results from two studies using structural equation modeling analyses provided support for the model.     

A Unique Variance in Future Motivation for Observed Active Behaviors on Positive Class Participation Beyond the Effect of Current Motivation

Based on self-determination theory, this study investigates a unique variance in the effect of aspirations (future motivation) on the observed active behaviors on positive class participation, while controlling for academic motivation (current motivation). In Study 1, 364 fifth- and sixth-grade elementary school students participated in a survey to confirm the validity of the Aspirations Index for Children. Confirmatory factor analysis on the theoretically hypothesized model showed an acceptable fit for the data. In Study 2, 297 fifth- and sixth-grade elementary school students participated in this survey, assessing their aspirations and academic motivation. Furthermore, their homeroom teachers evaluated the students’ academic behaviors on positive class participation. The results of multilevel structural equation modeling, which controls for the effect of current motivation, indicated the unique variance in aspirations (future motivation): intrinsic aspirations were positively associated with active behaviors on positive class participation, whereas extrinsic aspirations showed a negative relation. This study concludes that future motivation, specifically intrinsic aspirations, facilitates active learning behaviors beyond the effect of current motivation.     

先前学业成就与学习动机、策略的关系:学业情绪的中介作用

采用整群抽样法抽取高中生670名,分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验,结果发现:积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应;消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。     

Relationships Between Self-Determined Motivation and Developmental Outcomes in Sport-Based Positive Youth Development

Building on self-determination theory, this study examined the relationships between self-determined motivation toward sport participation and developmental outcomes in sport-based positive youth development. One hundred twenty participants in a sport-based positive youth development program designed to engage youth through running completed a postprogram survey measuring their self-determined motivation toward running and achievement of developmental outcomes. The results of regression analyses indicated that participants with higher self-determined motivation toward running reported higher general self-efficacy, more positive attitudes toward a healthy lifestyle, and lower engagement in threatening behavior. On the other hand, self-determined motivation was unrelated to self-reported academic performance.     

Motivational clusters in a sample of British physical education classes

Objectives: Based on recommendations from a recent review of self-determination theory (Vallerand, R. J. (1997). In: M. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press) the present study aimed to uncover the different motivational profiles in physical education. It was expected that at least two motivational profiles would emerge: a self-determined profile and a controlling motivation/amotivation profile.Design: Cross-sectional survey.Method: Questionnaires were administered to 428 British students, aged between 14 and 16 years, from two schools in the Northwest of England.Results: A cluster analysis produced three motivational profiles in the first school, which were replicated in the second school. The first was named the ‘self-determined profile’ because the students displayed high self-determined motivation, effort, enjoyment, and cooperative learning, and low controlling motivation, amotivation, boredom, and unequal recognition. The second profile was the ‘moderate motivation profile’ with moderate scores on all variables measured. The third was named the ‘controlling motivation/amotivation’ profile because the students demonstrated high controlling motivation, amotivation, boredom, and unequal recognition, and low self-determined motivation, effort, and enjoyment.Conclusions: The results demonstrate the importance of developing self-determination in physical education, as it is associated with desirable behavioural and affective outcomes.     

认知能力对学业成绩的影响:有中介的调节模型

学业成绩是衡量学生掌握知识水平的重要指标,受到认知能力、社会支持和学习动机等多重因素的显著影响,而这多重因素间的关系及其对学业成绩的共同作用机制尚不明确。本研究采用标准化的认知能力测验、社会支持量表、学习动机量表对4,973名初中生进行测试,并以各科测验成绩总分的平均值作为学业成绩指标。结果表明：（1）认知能力、社会支持、学习动机均与学业成绩正相关;（2）社会支持在认知能力对学业成绩的影响中起调节作用,学生感受到的社会支持水平越高,学业成绩表现越好,且其认知能力对学业成绩的预测作用越强;（3）社会支持的调节作用部分通过学习动机这一中介变量实现。本研究构建了一个基于个体因素（认知能力和学习动机）和环境因素（社会支持）共同影响学业成绩的理论模型,有利于人们深入理解认知能力影响学业成绩的内在机制和边界条件,为提升学生学业成绩提供了理论依据和实证支持。