成就目标的一种新分类——四分法

在成就目标二分法和三分法的基础上,依据能力划分的两个维度-能力的界定维度和效价维度,Pintrich和 Elliott等人提出了成就目标的四分法,将成就目标分成掌握-接近目标,关注于掌握新的知识和提高自己的能力;掌握-回避目标,关注于避免完不成任务或避免失去已有的知识技能;成绩-接近目标,关注于表现得比他人优秀和胜过他人和成绩-回避目标,关注于避免表现得比他人更差或更愚蠢4种类型。实证研究表明,四分法不仅完善了成就目标的分类研究,而且也为提高个体的成就水平提供了理论依据。     

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。     

Social facilitation of eating novel food in tufted capuchin monkeys (Cebus apella): input provided by group members and responses affected in the observer

Learning about food palatability from watching what conspecifics eat might be one of the advantages of group living. A previous study investigated whether group members' presence or eating activity account for social facilitation of eating of foods never previously tasted. Capuchins encountered novel colored foods when (1) alone (Alone condition) or (2) with group members visible in the nearby cage (Group-present condition) or (3) with group members present and eating a familiar food that had not been colored (Group+food condition). Social facilitation of eating occurred when group members were eating, despite the difference in color between the familiar food eaten by them and the novel food presented to the experimental subject. To clarify what subjects learnt from group members when social facilitation occurred, we further analyze here the data from the previous study. The number of visual exposures to the colored novel food (as a group member) correlated with increased consumption of that novel food when encountered later (as experimental subject). In contrast, the number of times that an individual fed on the familiar food (as a group member) did not decrease its consumption of novel food (as experimental subject). Therefore, capuchins (1) habituated to the colors of the novel foods, and (2) did not take into account that seeing group members eating a food does not provide information about the palatability of a differently colored food. Since social facilitation of eating occurs when foods do not match in color, at least in capuchins, social facilitation of eating should not be considered as a way of learning about a safe diet, but rather as a way of overcoming neophobia. Accepted after revision: 18 August 2001 Electronic Publication     

The Effect of Intra- and Intergroup Leadership on Group Goal Attainment in a North-South Gaming Simulation

This research investigated the role of leadership functions in a context of intergroup negotiation by using a simulation game of inter-regional conflict and cooperation (SIRC²). As a part of their social psychology course, 151 undergraduate students participated. It was hypothesized that there are four leadership factors in an intergroup context: in-group performance, in-group maintenance, out-group negotiation performance, and out-group relation maintenance. According to a factor analysis, however, the functions of in-group performance and out-group performance merged into the same category and could not be differentiated independently. Moreover, this research provided evidence that opportunities for intergroup communication and the amount of resources available to each group can facilitate these leadership functions. This study also found links between leadership functions and group outcomes. In a group with members who were homogeneous and facing common survival problems, the in-group/out-group performance function facilitated the achievement of the group goal. On the other hand, in a group with members with different roles, and who were self-sufficient for survival, the in-group maintenance function facilitated the achievement of the group goal. Moreover, in the intergroup context, the out-group relationship maintenance function was also important for group goal attainment. These results were interpreted using the path–goal theory and Fiedler's contingency theory.     

Remembering successes and failures: rehearsal characteristics influence recollection and distancing

We investigated the relationship between components of rumination, brooding and reflection, and autobiographical remembering by testing whether voluntary and involuntary rehearsal mediated rumination-related variation in the sensory-affective and metacognitive features of memory experience. We focused on achievement and failure memories as both are goal-related events, yet they represent distinct experiences in terms of valence and functionality. For failure memories, brooding was associated with intense recollection and reduced psychological distance. Brooding was related to enhanced distance of achievements, indicating the disruptive effects of brooding on remembering. Although reflection attenuated the recollective experience for both achievement and failure memories, it brought achievement memories to a subjective closer past. Structural equation modelling demonstrated the mediating role of involuntary remembering on the pattern of remembering experience.     

成就目标：理论、应用及研究趋势

成就目标理论是当前教育领域有关学生成就动机最为活跃的研究热点之一。20世纪中后期Weiner在整合动机理论和归因理论的基础上提出了成就目标理论。之后,Dweck等学者对成就目标的概念、分类及动机模式进行了大量研究。成就目标理论具有很好的发展前景,并在学校教育、体育运动和生涯发展等领域得到广泛的应用。未来研究应强调成就目标的动态性与多维性,注重成就目标的性别差异和社会期许效应,运用多元化方法以提高成就目标研究的外部效度,拓宽研究对象以增强成就目标的应用性研究,更加关注情绪情感与成就目标之间的关系。     

自我效能感、社会比较与成就目标的关系研究

目的采用学业自我效能感问卷、社会比较量表和成就目标定向量表,选取湘潭地区中学生,共计403名有效被试为对象进行研究,探讨中学生自我效能感、社会比较与成就目标的关系。结果发现,不同性别、年级中学生在成就目标、自我效能感和社会比较上的存在显著性差异;中学生自我效能感、成就目标和社会比较有显著相关;自我效能感与社会比较对成就目标有显著预测作用。     

目标理论述评

目标理论是近年来成就动机研究领域的一个热点 ,学者们基于对目标概念、目标功能的不同理解 ,提出了各种目标理论。本文着重介绍了目标设置理论、动机系统理论和成就目标理论 ,剖析了不同学者对目标结构的性质、功能及其作用机制的理论观点。