学习因素诊断测验在苏南地区的试用报告

本研究引进日本学习因素诊断测验(Diagnostic Test of Achievement Factor,简称DTAF),分别对苏南地区中小学学生进行抽样测验,以验证该测量工具在中国大陆的适用情况。研究结果表明：DTAF具有良好的信度、效度。以各分量表为单位的项目分析结果表明,DTAF的绝大多数题目之间结构紧密,具有很高的鉴别力。学习动机、学习计划、学习技能、学习环境对学生学习结果具有重要影响,本文对此展开了讨论。     

Associations between the perceived quality of the coach–athlete relationship and athlete burnout: An examination of the mediating role of achievement goals

ObjectivesThe aim of the current study was to examine (1) associations between the quality of the coach–athlete relationship as perceived by athletes and athlete burnout and, (2) the role of achievement goals in mediating the association between the coach–athlete relationship and burnout.DesignCross-sectional.Method359 athletes completed measures of the perceived quality of the coach–athlete relationship (the 3Cs model), achievement goals (the 2 × 2 model) and burnout (the athlete burnout model).ResultsStructural equation modeling revealed negative relationships between the perceived quality of the coach–athlete relationship and the three dimensions of athlete burnout (df = 118, χ² = 215.37, RMSEA = .05 [.04; .06], TLI = .97, CFI = .97). Moreover, results suggested that mastery-approach goals partially mediated the relationship between the coach–athlete relationship and two dimensions of athlete burnout: sport devaluation (i.e., indirect and direct effects: p < .001) and reduced accomplishment (i.e., indirect and direct effects: p < .01).ConclusionThe current study confirms and broadens previous knowledge on the socio-cognitive correlates of athlete burnout by demonstrating that the level of athlete burnout is associated with the perceived quality of the relationship with the coach. Results also highlight that achievement goals partially mediate these relationships.     

Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress

Many musicians experience anxiety and distress when performing, which has been related to perfectionism. Recent findings, however, show that only some facets of perfectionism are associated with anxiety and distress, whereas other facets are associated with positive characteristics and outcomes such as motivation and achievement. To investigate how different facets of perfectionism are related to motivation, effort, achievement, and distress in musicians, 146 young musicians completed measures of perfectionism (striving for perfection, negative reactions to imperfection, and perceived pressure to be perfect), intrinsic and extrinsic motivation, effort, achievement, and distress. Results showed that striving for perfection was associated with intrinsic motivation (intrinsic/identified reasons), higher effort, and higher achievement. Whereas perceived pressure from music teachers was also associated with intrinsic motivation (identified reasons only), negative reactions to imperfection were associated with extrinsic motivation and higher distress. The findings demonstrate that perfectionism in musicians has both positive and negative sides. While negative reactions to imperfection are clearly unhealthy, striving for perfection may be regarded as a healthy pursuit of excellence.     

Reinforcement sensitivity theory and major motivational and self-regulatory processes in children

The present research explores the role of sensitivity in the BIS and the BAS as antecedents to cognitive and affective motivational processes in middle-school children. Two studies were initiated to examine the relationship between sensitivity in the behavioral inhibition system (BIS) and behavioral approach system (BAS) and several important motivational factors. The first study looked at the assumption that the BIS and the BAS are systematically linked to motives and achievement goals. The second study investigated the links between BIS/BAS and individual differences in self-regulatory processes and affect during problem-solving. The findings indicate that the motive to avoid failure, the inability to take action after failure and to initiate intended goal-directed activities, as well as the tendency to focus on avoiding misunderstanding are all grounded in threat responsiveness. Conversely, the motive to approach success, self-efficacy and the tendency to focus on comparison with others in a problem-solving setting are grounded in incentive responsiveness.     

Teaching practices and the promotion of achievement and adjustment in first grade

The effects of teacher practices in promoting student academic achievement, behavioral adjustment, and feelings of competence were investigated in a prospective study of 257 children in 14 first grade classrooms. Using hierarchical linear modeling and regression techniques, observed teaching practices in the fall were explored as predictors of mean levels of student achievement, behavior, and self-perceived competence, as well as the percentage of students who met academic standards as measured in the spring. After controlling for child characteristics at school entry, in classrooms where teachers were observed to offer more instructional and social-emotional support (i.e., attending to students' interest and initiative, providing appropriately challenging learning opportunities, and creating positive social relationships), children on average acquired more math skills, made greater behavioral gains, and had more positive perceptions of their academic abilities. Further, a higher percentage of students in such classrooms met academic standards (two reading, one math). Implications for future research and educational practice are discussed.     

The nonconscious road to perceptions of performance: Achievement priming augments outcome expectancies and experienced self-agency

Three experiments explored the effects of priming the achievement concept on the expectation of performance outcomes and experiences of self-agency over outcomes in a task in which performance outcomes were dependent on chance. Experiment 1 and 2 showed that achievement priming produced expectations of higher (more successful) outcomes prior to working on the task, regardless of whether priming was subliminal (nonconscious) or supraliminal (conscious) and that this effect could not be attributed to subjective motivation to perform well. Experiment 3 revealed that subliminal achievement priming decreased participants’ experienced self-agency when outcome feedback was low, but increased self-agency when it was high. Together, these results suggest that activating achievement concepts outside of awareness spontaneously triggers expectations of higher task outcomes, which increases or decreases self-agency depending on whether there is a match or mismatch with observed outcomes. Implications for the literature on achievement-priming effects on behavior are discussed.     

Goal orientations in negotiations: the influence of goal orientations on fixed-pie perceptions and bargaining outcomes

As is the case for other achievement situations, people may approach negotiations emphasizing outcome and/or process goals. This paper examines the effects of process goal orientation (PGO) and outcome goal orientation (OGO) on individuals' fixed-pie perceptions and the negotiation of joint outcomes. Process and outcome goal orientations are associated with different personal beliefs about the world. We hypothesized that persons who are primarily oriented toward outcome goals, based on their fixed-entity perception of the world, would mainly concentrate on the final results or on the outcomes of the negotiation. They would tend to perceive negotiations as fixed, zero-sum, competitive situations, which have to be "won" by one of the parties at the expense of the other. On the other hand, we predicted that people who are strongly process-oriented, based on their malleable-entity perception of the world, would focus mainly on formulating and mastering the best strategies that lead to successful resolution of the negotiation. They would perceive positions to be "malleable" and, hence, would tend to perceive the negotiation as a non zero-sum situation. Additionally, the interaction between the two types of goal orientations and its effect on the parties' joint negotiation outcomes was examined. Results of two empirical studies indicated that OGO was significantly positively associated with fixed-pie bias (Study 1). The significant interaction between PGO and OGO (Study 2) demonstrated that a strong OGO combined with a strong PGO led to the best joint negotiation outcomes. Implications for goal orientation and negotiation theories are discussed.     

Ironic effects of explicit gender prejudice on women’s test performance

As prejudice becomes more subtle in its manifestations, members of stigmatized groups must often contend with the ambiguity of not knowing whether others are biased against them. In this study, we tested whether explicitly communicated gender prejudice would facilitate women’s performance on a difficult task compared to contexts where such discrimination might be possible but is not explicitly communicated. The findings revealed that the task performance of women who are chronically concerned about gender discrimination suffered when a male interviewer’s gender attitudes were ambiguous, relative to when his attitudes were either explicitly chauvinistic or explicitly egalitarian. As expected, the performance of women low in discrimination concerns was not affected by the experimental manipulation. The findings are discussed in light of growing evidence for the ironic effects of prejudice for the targets of stigma.     

The role of performance-avoidance goals and worry in mediating the relationship between stereotype threat and performance

To understand the process underlying stereotype threat better, we developed and tested a model integrating the extant stereotype threat research with insights from achievement goal theory. The core tenet of this model is that stereotype threat impairs performance through performance-avoidance goal adoption and worry about one’s performance. To test this model, women under stereotype threat and not under threat reported their test-related achievement goals before completing a difficult math test. In addition, participants reported their state test anxiety, including worry, immediately before or after completing the math test. Results revealed that performance-avoidance goals and worry mediated the effect of stereotype threat on performance. Contributions of this model to the stereotype threat literature are discussed.     

Core self-evaluations interact with cognitive ability to predict academic achievement

Extant research suggests that core self-evaluations (CSE) is associated with various work-related criteria, but such research often focuses on main effects when predicting subjective outcomes. Drawing upon psychological theories involving self-concept and motivation, we investigated both the main and interactive effects of CSE and cognitive ability when predicting an objective outcome. Specifically, results indicated that high CSE strengthened the positive relation between cognitive ability and academic achievement. Study contributions and limitations are discussed.