体育学习中内隐观念与自我妨碍之间关系:成就目标的中介作用
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摘要
目的:揭示体育学习中内隐观念对自我妨碍的影响,考察成就目标在上述关系中的中介作用。方法:采用问卷调查法对1 236名大学生在体育学习中运动能力信念、成就目标与自我妨碍进行测量。结果显示:(1)在体育学习中,学生的内隐观念对自我妨碍具有显著的预测效应,其中,能力增长观具有负向预测效应,能力实体观则具有正向预测效应;(2)掌握目标可以对自我妨碍产生负向预测效应,成绩回避目标则产生正向影响效应,但成绩趋近目标对学生自我妨碍的影响效应并不显著。(3)在学生的内隐观念与自我妨碍之间的关系中,成就目标存在着显著部分中介效应。能力增长观可通过掌握目标间接减少学生的自我妨碍,能力实体观可通过成绩回避目标间接增加学生的自我妨碍。结论:体育学习中应改变学生动机气氛知觉,避免评价学生的能力,有助于直接或间接减少学生的自我妨碍。
This study aimed to investigate the relationship between implicit beliefs and self-handicapping and the mediating role of achievement goal in P.E. Participants were 1236 college students, three scales were used to assess their conception of athletic ability, achievement goal, and self-handicapping in P.E. It could be shown that the students' incremental beliefs about athletic ability had a significant and negative effect on their self-handicapping, Firstly, the students' entity beliefs about athletic ability had a significant and positive effect on their self-handicapping. The students' mastery goals had a significant and negative effect on their self-handicapping. Performance-avoidance goals had a significant and positive effect on their self-handicapping. Secondly, the students' achievement goal orientation had a significant mediating effect between their implicit ability and self handicapping. The students' incremental and entity beliefs about athletic ability had a direct effect on their self-handicapping. Meanwhile, the students' incremental beliefs about athletic ability had a significant indirect effect on their self-handicapping through mastery goal, The students' entity beliefs about athletic ability had a significant indirect effect on their self-handicapping through performance avoidance goal.
This study aimed to investigate the relationship between implicit beliefs and self-handicapping and the mediating role of achievement goal in P.E. Participants were 1236 college students, three scales were used to assess their conception of athletic ability, achievement goal, and self-handicapping in P.E. It could be shown that the students' incremental beliefs about athletic ability had a significant and negative effect on their self-handicapping, Firstly, the students' entity beliefs about athletic ability had a significant and positive effect on their self-handicapping. The students' mastery goals had a significant and negative effect on their self-handicapping. Performance-avoidance goals had a significant and positive effect on their self-handicapping. Secondly, the students' achievement goal orientation had a significant mediating effect between their implicit ability and self handicapping. The students' incremental and entity beliefs about athletic ability had a direct effect on their self-handicapping. Meanwhile, the students' incremental beliefs about athletic ability had a significant indirect effect on their self-handicapping through mastery goal, The students' entity beliefs about athletic ability had a significant indirect effect on their self-handicapping through performance avoidance goal.
引文
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[3]Urdan T,Midgley C.Academic self-handicapping:What we know,what more there is to learn[J].Educational Psychology Review,2001,13(2):115-138.
[4]Zuckerman M,Tsai F F.Costs of self-handicapping[J].Journal of Personality,2005,73(2):411-442.
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[8]Chen L L,Chen M Y,Lin M S,et al.Implicit theory of athletic ability and self-handicapping in college students[J].Psychological Reports,2008,103(2):476-84.
[9]Ommundsen Y.Self-handicapping strategies in physical education classes:The influence of implicit theories of the nature of ability and achievement goal orientations[J].Psychology of Sport and Exercise,2001,2(3):139-156.
[10]Moller A C,Elliot A.The 2×2achievement goal framework:An overview of empirical research.In A V Mitel(Ed.),Focus on educational psychology[M].NY:Nova Science Publishers,Inc.2006,307-326.
[11]Elliot A J.A conceptual history of the achievement goal construct.In:Elliot AJ and Dweck CS(eds)Handbook of Competence and Motivation[M].New York:Guildford Press,2005,52-72.
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[13]Elliot A J,Church M A.A hierarchical model of approach and avoidance achievement motivation[J].Journal of Personality and Social Psychology,1997,72(1):218-232.
[14]Agbuga B,Xiang P.Achievement goals and their relations to self-reported persistence/effort in secondary physical education:A trichotomous achievement goal framework[J].Journal of Teaching in Physical Education,2008,27:179-191.
[15]Cury F,Da Fonseca D,Rufo M,et al.The trichotomous model and investment in learning to prepare for a sport test:A mediational analysis[J].The British Journal of Educational Psychology,2003,73:529-543.
[16]Shen B,Chen A,Guan J M.Using achievement goals and interest to predict learning in physical education[J].Journal of Experimental Education,2007,75:89-108.
[17]Biddle S J H,Wang C K J,Chatzisarantis N L D et al.Motivation for physical activity in young people:Entity and incremental beliefs about athletic ability[J].Journal of Sports Sciences,2003,21:973-989.
[18]Wang C K J&Biddle S J H.Intrinsic motivation towards sports in Singaporean students:The role of sport ability beliefs[J].Journal of Health Psychology,2003,8:515-523.
[19]Cury F,Elliot A J,Da Fonseca D,et al.The social-cognitive model of achievement motivation and the 2×2achievement goal framework[J].Journal of Personality and Social Psychology,2006,90:666-679.
[20]Midgley C,Urdan T.Academic self-handicapping and achievement goals:A further examination[J].Contemporary Educational Psychology,2001,26:61-75.
[21]Midgley C,Arunkumar R,Urdan T.“If I don't do well tomorrow,there's a reason”:Predictors of adolescent's use of academic self-handicapping strategies[J].Journal of Educational Psychology,1996,88:423-434.
[22]Urdan T.Predictors of academic self-handicapping and achievement:Examining achievement goals,classroom goal structures,and culture[J].Journal of Educational Psychology,2004,96:251-264.
[23]Martin A J,Marsh H W,Debus R L.Self-handicapping and defensive pessimism:Exploring a model of predictors and outcomes from a self-protection perspective[J].Journal of Educational Psychology,2001,93:87-102.
[2]Siegel P A,Scillitoe J,Parks-Yancy R.Reducing the tendency to self-handicap:The effect of self-affirmation[J].Journal of Experimental Social Psychology,2005,41(6):589-597.
[3]Urdan T,Midgley C.Academic self-handicapping:What we know,what more there is to learn[J].Educational Psychology Review,2001,13(2):115-138.
[4]Zuckerman M,Tsai F F.Costs of self-handicapping[J].Journal of Personality,2005,73(2):411-442.
[5]Dweck C S.Motivational processes affecting learning[J].A-merican Psychologist,1986,41:1040-1048.
[6]Dweck C S,Leggett E L.A social-cognitive approach to motivation and personality[J].Psychological Review,1988,95:256-273.
[7]Rhodewalt,F.Conceptions of ability,achievement goals,and individual differences in self-handicapping behavior:On the application of implicit theories[J].Journal of Personality,1994,62:67-85.
[8]Chen L L,Chen M Y,Lin M S,et al.Implicit theory of athletic ability and self-handicapping in college students[J].Psychological Reports,2008,103(2):476-84.
[9]Ommundsen Y.Self-handicapping strategies in physical education classes:The influence of implicit theories of the nature of ability and achievement goal orientations[J].Psychology of Sport and Exercise,2001,2(3):139-156.
[10]Moller A C,Elliot A.The 2×2achievement goal framework:An overview of empirical research.In A V Mitel(Ed.),Focus on educational psychology[M].NY:Nova Science Publishers,Inc.2006,307-326.
[11]Elliot A J.A conceptual history of the achievement goal construct.In:Elliot AJ and Dweck CS(eds)Handbook of Competence and Motivation[M].New York:Guildford Press,2005,52-72.
[12]Pintrich P R.An achievement goal theory perspective on issues in motivation terminology,theory,and research[J].Contemporary Educational Psychology,2000,25(1):92-104.
[13]Elliot A J,Church M A.A hierarchical model of approach and avoidance achievement motivation[J].Journal of Personality and Social Psychology,1997,72(1):218-232.
[14]Agbuga B,Xiang P.Achievement goals and their relations to self-reported persistence/effort in secondary physical education:A trichotomous achievement goal framework[J].Journal of Teaching in Physical Education,2008,27:179-191.
[15]Cury F,Da Fonseca D,Rufo M,et al.The trichotomous model and investment in learning to prepare for a sport test:A mediational analysis[J].The British Journal of Educational Psychology,2003,73:529-543.
[16]Shen B,Chen A,Guan J M.Using achievement goals and interest to predict learning in physical education[J].Journal of Experimental Education,2007,75:89-108.
[17]Biddle S J H,Wang C K J,Chatzisarantis N L D et al.Motivation for physical activity in young people:Entity and incremental beliefs about athletic ability[J].Journal of Sports Sciences,2003,21:973-989.
[18]Wang C K J&Biddle S J H.Intrinsic motivation towards sports in Singaporean students:The role of sport ability beliefs[J].Journal of Health Psychology,2003,8:515-523.
[19]Cury F,Elliot A J,Da Fonseca D,et al.The social-cognitive model of achievement motivation and the 2×2achievement goal framework[J].Journal of Personality and Social Psychology,2006,90:666-679.
[20]Midgley C,Urdan T.Academic self-handicapping and achievement goals:A further examination[J].Contemporary Educational Psychology,2001,26:61-75.
[21]Midgley C,Arunkumar R,Urdan T.“If I don't do well tomorrow,there's a reason”:Predictors of adolescent's use of academic self-handicapping strategies[J].Journal of Educational Psychology,1996,88:423-434.
[22]Urdan T.Predictors of academic self-handicapping and achievement:Examining achievement goals,classroom goal structures,and culture[J].Journal of Educational Psychology,2004,96:251-264.
[23]Martin A J,Marsh H W,Debus R L.Self-handicapping and defensive pessimism:Exploring a model of predictors and outcomes from a self-protection perspective[J].Journal of Educational Psychology,2001,93:87-102.