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成就目标对青少年成就动机和学业成就影响的研究 总被引:26,自引:0,他引:26
本研究在迈尔(Maehr)等人研究的基础上,考察了成就目标(任务目标和能力目标)与动机和学业成就之间的关系。结果表明,任务目标通过内部动机对学业成就产生积极的影响,能力目标通过外部动机对学业成就产生消极的影响。 相似文献
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Harsha N. Perera 《The Journal of psychology》2016,150(2):229-251
Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research. 相似文献
87.
Jace Pillay 《Journal of Psychology in Africa》2016,26(3):281-283
This study investigated child sexual abuse (CSA) and literacy achievement among South African primary school children. Data on self-reported experience of CSA and actual literacy achievement were collected from a convenience sample of 160 learners from a Soweto school in Johannesburg. The literacy tests measured five domains of reading and spelling competencies. The results show a statistically significant relationship between CSA and literacy scores, with learners who were sexually abused scoring significantly lower on the literacy tests used in this study. Specifically, learners with CSA experience performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. School psychologists could adopt a social justice framework in providing psychological and literacy support for children who are sexually abused. 相似文献
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Donald G. Unger Laurie Ellis McLeod Margaret B. Brown Patricia A. Tressell 《Journal of child and family studies》2000,9(2):191-202
Family support was examined as a mediator of the relation between interparental conflict and adolescent academic achievement. Results indicated that two dimensions of family support, family cohesion and parent–school involvement, mediated the relation between interparental conflict and academic achievement. The results further suggested that family support was more likely to function as a mediator for girls than for boys. Lastly, in the presence of a mediating effect, a direct path remained between interparental conflict and grade point average. 相似文献
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本研究调查了 3 1 8名小学一至三年级学生大脑两半球优势情况 ,然后对不同优势半球学生的语文和数学成绩进行了比较。结果发现优势半球为右半球的学生人数较少 ,只有 3 .8% ,明显少于优势半球为左半球的学生 (χ2 =2 3 9.83 0 ,p<0 .0 0 1 )。对不同优势半球学生的语文和数学成绩的比较 ,未发现两者有显著差异 (语文 :F=1 .1 3 0 ,p>0 .0 5 ;数学 :F=0 .5 75 ,p>0 .0 5 )。 相似文献
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呈现方式、自我效能感和成就动机对FOK判断影响的研究 总被引:4,自引:0,他引:4
以英汉配对词为实验材料探讨了呈现方式、自我效能感和成就动机对FOK判断(Feeling of Knowing)的影响,被试是144名大学生。实验结果表明:(1)呈现方式、自我效能感和成就动机均显著影响FOK判断等级的高低和判断的准确性;(2)自我效能感和成就动机在影响FDK判断方面有显著的交互作用,成就动机对FDK判断的作用受自我效能感影响;(3)被试的回忆成绩、再认成绩和FDK判断准确性之间均有显著的正相关,表明客体记忆与无记忆之间有较密切的联系。 相似文献