高中生价值观对学校投入的影响:未来目标和动机内化程度的中介作用
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摘要
为了考察价值观是否可以通过未来目标和动机内化程度影响高中生的学校投入,对六个城市七所学校的1022名高一学生的价值观、未来目标、学习动机内化程度及学校投入进行了调查。结果表明:(1)自我超越型价值观和自我完善型价值观能够使青少年发展出内在未来目标以及较为内化的学习动机,进而更加努力学习,而物质主义价值观则会使青少年形成外在未来目标以及较为外化的学习动机,进而更少投入学习;(2)当考虑价值观对未来目标的作用时,内外在未来目标不影响青少年的学习动机,但影响学校投入;(3)当不考虑价值观对未来目标的作用时,内在未来目标能够促进青少年学习动机的内化,进而更多地投入到学习中,而外在未来目标则会阻碍青少年学习动机的内化,进而更少投入学习。研究结果表明青少年的价值观比未来目标对学习有更重要的影响,说明学生发展指导工作中更应该注重价值观教育。
The aim of this study is to examine whether values can influence school engagement of senior high school students by influencing their future goals and motivation internalization in the context of China. Using convenient sampling,1022 high school students from 7 schools in six cities were selected as participants. Each participant was asked to fill out values scale,future goals scale,learning motivation scale,school engagement scale. The results showed that:( 1) Beyond-the-self-oriented values and improve-the-self-oriented values were linked to more school engagement,and this link was mediated by intrinsic future goals and by more internalized learning motivation,while materialism was linked to less school engagement,and this link was mediated by extrinsic future goals and by more externalized learning motivation;( 2) Considering the role of values on future goals,the influence of future goals on learning motivation became insignificant,while it was still significant on school engagement;( 3) Not considering the role of values on future goals,intrinsic future goals were linked directly to more school engagement,and this link was mediated by more internalized learning motivation,while extrinsic future goals were linked directly to fewer school engagement,and this link was mediated by more externalized learning motivation. The results of this study revealed that values had greater influence on academic development than future goals did,and the results implicated that career education should pay more attention to values education.
The aim of this study is to examine whether values can influence school engagement of senior high school students by influencing their future goals and motivation internalization in the context of China. Using convenient sampling,1022 high school students from 7 schools in six cities were selected as participants. Each participant was asked to fill out values scale,future goals scale,learning motivation scale,school engagement scale. The results showed that:( 1) Beyond-the-self-oriented values and improve-the-self-oriented values were linked to more school engagement,and this link was mediated by intrinsic future goals and by more internalized learning motivation,while materialism was linked to less school engagement,and this link was mediated by extrinsic future goals and by more externalized learning motivation;( 2) Considering the role of values on future goals,the influence of future goals on learning motivation became insignificant,while it was still significant on school engagement;( 3) Not considering the role of values on future goals,intrinsic future goals were linked directly to more school engagement,and this link was mediated by more internalized learning motivation,while extrinsic future goals were linked directly to fewer school engagement,and this link was mediated by more externalized learning motivation. The results of this study revealed that values had greater influence on academic development than future goals did,and the results implicated that career education should pay more attention to values education.
引文
Ames,C.(1992).Classrooms:Goals,structures,and student motivation.Journal of Educational Psychology,84(3),261-271.
Brown,S.D.,Tramayne,S.,Hoxha,D.,Telander,K.,Fan,X.,&Lent,R.W.(2008).Social cognitive predictors of college students’academic performance and persistence:A meta-analytic path analysis.Journal of Vocational Behavior,72(3),298-308.
Connell,J.P.,&Wellborn,J.G.(1991).Competence,autonomy,and relatedness:A motivational analysis of self-system processes.Journal of Personality&Social Psychology,65,43-77.
Cury,F.,Elliot,A.J.,Fonseca,D.D.,&Moller,A.C.(2006).The social-cognitive model of achievement motivation and the 2×2 achievement goal framework.Journal of Personality&Social Psychology,90(90),666-679.
Feather,N.T.(1988).Values,valences,and course enrollment:Testing the role of personal values within an expectancy-valence framework.Journal of Educational Psychology,80(3),381-391.
Feather,N.T.(1992).Values,valences,expectations,and actions.Journal of Social Issues,48(2),109-124.
Fredricks,J.A.,Blumenfeld,P.C.,&Paris,A.H.(2004).School engagement:Potential of the concept,state of the evidence.Review of Educational Research,74(1),59-109.
Jie,Q.L.,Mcinerney,D.M.,Liem,G.A.D.,&Ortiga,Y.P.(2010).The relationship between future goals and achievement goal orientations:An intrinsic-extrinsic motivation perspective.Contemporary Educational Psychology,35(4),264-279.
Kasser,T.,&Ryan,R.M.(1996).Further examining the american dream:Differential correlates of intrinsic and extrinsic goals.Personality&Social Psychology Bulletin,22(3),280-287.
Ku,L.,Dittmar,H.,&Banerjee,R.(2014).To have or to learn?The effects of materialism on British and Chinese children’s learning.Journal of Personality&Social Psychology,106(5),803-21.
Lepper,M.R.,Corpus,J.H.,&Iyengar,S.S.(2006).Intrinsic and extrinsic motivational orientations in the classroom:Age differences and academic correlates.Journal of Educational Psychology,97(2),184-196.
Miller,R.B.,&Brickman,S.J.(2004).A model of future-oriented motivation and self-regulation.Educational Psychology Review,16(1),9-33.
Mouratidis,A.,Vansteenkiste,M.,Lens,W.,Michou,A.,&Soenens,B.(2013).Within-person configurations and temporal relations of personal and perceived parent-promoted aspirations to school correlates among adolescents.Journal of Educational Psychology,105(3),895-910.
Otis,N.,Grouzet,F.M.E.,&Pelletier,L.G.(2005).Latent motivational change in an academic setting:A 3-year longitudinal study.Journal of Educational Psychology,97(2),170-183.
Pintrich,P.R.,&De Groot,E.V.(1990).Motivational and selfregulated learning components of classroom academic performance.Journal of Educational Psychology,82(1),33-40.
Podsakoff,P.M.,Mackenzie,S.B.,Lee,J.Y.,&Podsakoff,N.P.(2003).Common method biases in behavioral research:A critical review of the literature and recommended remedies.J Appl Psychol,88(5),879-903.
Rayle,A.D.,Kurpius,S.E.R.,&Arredondo,P.(2007).Relationship of self-beliefs,social support,and university comfort with the academic success of freshman college women.Journal of College Student Retention Research Theory&Practice,8(8),325-343.
Rijavec,M.,Raboteg-ari c',Z.,&Miljkovi c',D.(2003).Intrinsic vs.extrinsic orientation in the classroom and self-regulated learning.Studia Psychologica,45(45),51-63.
Rouse,K.A.G.,&Austin,J.T.(2002).The relationship of gender and academic performance to motivation:Within-ethnic-group variations.Urban Review,34(4),293-316.
Ryan,R.M.,&Connell,J.P.(1989).Perceived locus of causality and internalization:Examining reasons for acting in two domains.Journal of Personality&Social Psychology,57(5),749-61.
Ryan,R.M.,Sheldon,K.M.,Kasser,T.,&Deci,E.L.(1996).All goals are not created equal:An organismic perspective on the nature of goals and their regulation.In P.M.Gollwitzer&J.A.Bargh(Eds.),The psychology of action:Linking motivation and cognition to behavior(pp.7-26).New York,NY:Guilford.
Schwartz,S.H.,&Bilsky,W.(1987).Toward a universal psychological structure of human values.Journal of Personality&Social Psychology,53(3),550-562.
Seligman,M.E.P.(2003).Positive psychology:Fundamental assumptions.Psychologist,16(3),126-127.
Shell,D.F.,&Husman,J.(2001).The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation.Contemporary Educational Psychology,26(4),481-506.
Simons,J.,Vansteenkiste,M.,Lens,W.,&Lacante,M.(2004).Placing motivation and future time perspective theory in a temporal perspective.Educational Psychology Review,16(2),121-139.
Skinner,E.A.,Kindermann,T.A.,&Furrer,C.J.(2009).A motivational perspective on engagement and disaffection:Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom.Educational&Psychological Measurement,69(3),493-525.
Tabachnick,S.E.,Miller,R.B.,&Relyea,G.E.(2008).The relationships among students'future-oriented goals and subgoals,perceived task instrumentality,and task-oriented self-regulation strategies in an academic environment.Journal of Educational Psychology,100(3),629-642.
Tracey,T.J.G.,&Robbins,S.B.(2006).The interest-major congruence and college success relation:A longitudinal study.Journal of Vocational Behavior,69(1),64-89.
Vansteenkiste,M.,Lens,W.,&Deci,E.L.(2006).Intrinsic versus extrinsic goal contents in self-determination theory:Another look at the quality of academic motivation.Educational Psychologist,41(1),19-31.
Vansteenkiste,M.,Simons,J.,Lens,W.,Sheldon,K.M.,&Deci,E.L.(2004).Motivating learning,performance,and persistence:The synergistic effects of intrinsic goal contents and autonomy-supportive contexts.Journal of Personality and Social Psychology,87(2),246-260.
Vansteenkiste,M.,Simons,J.,Soenens,B.,&Lens,W.(2004).How to become a persevering exerciser?Providing a clear,future intrinsic goal in an autonomy-supportive way.Journal of Sport&Exercise Psychology,26(2),232-249.
Vansteenkiste,M.,&Timmermans,T.(2006).Does extrinsic goal framing enhance extrinsic goal-oriented individuals'learning and performance?An experimental test of the match perspective versus self-determination theory.Journal of Educational Psychology,100(2),387-397.
Yeager,D.S.,&Bundick,M.J.(2009).The role of purposeful work goals in promoting meaning in life and in schoolwork during adolescence.Journal of Adolescent Research,24(4),423-452.
暴占光.(2006).初中生外在学习动机内化的实验研究(博士学位论文).东北师范大学,长春.
方杰,张敏强,李晓鹏.(2011).中介效应的三类区间估计方法.心理科学进展,19(5),765-774.
李勇.(2009).高中生学习动机内化水平及与自我效能、社会支持的关系(硕士学位论文).东北师范大学,长春.
魏连娣.(2012).自我决定理论视角下未来时间透视与学习投入的关系研究(博士学位论文).东北师范大学,长春.
温忠麟,侯杰泰,马什赫伯特.(2004).结构方程模型检验:拟合指数与卡方准则.心理学报,36(2),186-194.
温忠麟,张雷,侯杰泰,刘红云.(2004).中介效应检验程序及其应用.心理学报,36(5),614-620.
相楠.(2014).青少年价值观对亲社会行为的影响(硕士学位论文).东北师范大学,长春.
张婵.(2013).青少年积极品质的成分、测量及其作用(博士学位论文).东北师范大学,长春.
赵力燕,李董平,徐小燕,王艳辉,孙文强(2016).教育价值观和逆境信念在家庭经济压力与初中生学业成就之间的作用.心理发展与教育,32(4),409-417.
Brown,S.D.,Tramayne,S.,Hoxha,D.,Telander,K.,Fan,X.,&Lent,R.W.(2008).Social cognitive predictors of college students’academic performance and persistence:A meta-analytic path analysis.Journal of Vocational Behavior,72(3),298-308.
Connell,J.P.,&Wellborn,J.G.(1991).Competence,autonomy,and relatedness:A motivational analysis of self-system processes.Journal of Personality&Social Psychology,65,43-77.
Cury,F.,Elliot,A.J.,Fonseca,D.D.,&Moller,A.C.(2006).The social-cognitive model of achievement motivation and the 2×2 achievement goal framework.Journal of Personality&Social Psychology,90(90),666-679.
Feather,N.T.(1988).Values,valences,and course enrollment:Testing the role of personal values within an expectancy-valence framework.Journal of Educational Psychology,80(3),381-391.
Feather,N.T.(1992).Values,valences,expectations,and actions.Journal of Social Issues,48(2),109-124.
Fredricks,J.A.,Blumenfeld,P.C.,&Paris,A.H.(2004).School engagement:Potential of the concept,state of the evidence.Review of Educational Research,74(1),59-109.
Jie,Q.L.,Mcinerney,D.M.,Liem,G.A.D.,&Ortiga,Y.P.(2010).The relationship between future goals and achievement goal orientations:An intrinsic-extrinsic motivation perspective.Contemporary Educational Psychology,35(4),264-279.
Kasser,T.,&Ryan,R.M.(1996).Further examining the american dream:Differential correlates of intrinsic and extrinsic goals.Personality&Social Psychology Bulletin,22(3),280-287.
Ku,L.,Dittmar,H.,&Banerjee,R.(2014).To have or to learn?The effects of materialism on British and Chinese children’s learning.Journal of Personality&Social Psychology,106(5),803-21.
Lepper,M.R.,Corpus,J.H.,&Iyengar,S.S.(2006).Intrinsic and extrinsic motivational orientations in the classroom:Age differences and academic correlates.Journal of Educational Psychology,97(2),184-196.
Miller,R.B.,&Brickman,S.J.(2004).A model of future-oriented motivation and self-regulation.Educational Psychology Review,16(1),9-33.
Mouratidis,A.,Vansteenkiste,M.,Lens,W.,Michou,A.,&Soenens,B.(2013).Within-person configurations and temporal relations of personal and perceived parent-promoted aspirations to school correlates among adolescents.Journal of Educational Psychology,105(3),895-910.
Otis,N.,Grouzet,F.M.E.,&Pelletier,L.G.(2005).Latent motivational change in an academic setting:A 3-year longitudinal study.Journal of Educational Psychology,97(2),170-183.
Pintrich,P.R.,&De Groot,E.V.(1990).Motivational and selfregulated learning components of classroom academic performance.Journal of Educational Psychology,82(1),33-40.
Podsakoff,P.M.,Mackenzie,S.B.,Lee,J.Y.,&Podsakoff,N.P.(2003).Common method biases in behavioral research:A critical review of the literature and recommended remedies.J Appl Psychol,88(5),879-903.
Rayle,A.D.,Kurpius,S.E.R.,&Arredondo,P.(2007).Relationship of self-beliefs,social support,and university comfort with the academic success of freshman college women.Journal of College Student Retention Research Theory&Practice,8(8),325-343.
Rijavec,M.,Raboteg-ari c',Z.,&Miljkovi c',D.(2003).Intrinsic vs.extrinsic orientation in the classroom and self-regulated learning.Studia Psychologica,45(45),51-63.
Rouse,K.A.G.,&Austin,J.T.(2002).The relationship of gender and academic performance to motivation:Within-ethnic-group variations.Urban Review,34(4),293-316.
Ryan,R.M.,&Connell,J.P.(1989).Perceived locus of causality and internalization:Examining reasons for acting in two domains.Journal of Personality&Social Psychology,57(5),749-61.
Ryan,R.M.,Sheldon,K.M.,Kasser,T.,&Deci,E.L.(1996).All goals are not created equal:An organismic perspective on the nature of goals and their regulation.In P.M.Gollwitzer&J.A.Bargh(Eds.),The psychology of action:Linking motivation and cognition to behavior(pp.7-26).New York,NY:Guilford.
Schwartz,S.H.,&Bilsky,W.(1987).Toward a universal psychological structure of human values.Journal of Personality&Social Psychology,53(3),550-562.
Seligman,M.E.P.(2003).Positive psychology:Fundamental assumptions.Psychologist,16(3),126-127.
Shell,D.F.,&Husman,J.(2001).The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation.Contemporary Educational Psychology,26(4),481-506.
Simons,J.,Vansteenkiste,M.,Lens,W.,&Lacante,M.(2004).Placing motivation and future time perspective theory in a temporal perspective.Educational Psychology Review,16(2),121-139.
Skinner,E.A.,Kindermann,T.A.,&Furrer,C.J.(2009).A motivational perspective on engagement and disaffection:Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom.Educational&Psychological Measurement,69(3),493-525.
Tabachnick,S.E.,Miller,R.B.,&Relyea,G.E.(2008).The relationships among students'future-oriented goals and subgoals,perceived task instrumentality,and task-oriented self-regulation strategies in an academic environment.Journal of Educational Psychology,100(3),629-642.
Tracey,T.J.G.,&Robbins,S.B.(2006).The interest-major congruence and college success relation:A longitudinal study.Journal of Vocational Behavior,69(1),64-89.
Vansteenkiste,M.,Lens,W.,&Deci,E.L.(2006).Intrinsic versus extrinsic goal contents in self-determination theory:Another look at the quality of academic motivation.Educational Psychologist,41(1),19-31.
Vansteenkiste,M.,Simons,J.,Lens,W.,Sheldon,K.M.,&Deci,E.L.(2004).Motivating learning,performance,and persistence:The synergistic effects of intrinsic goal contents and autonomy-supportive contexts.Journal of Personality and Social Psychology,87(2),246-260.
Vansteenkiste,M.,Simons,J.,Soenens,B.,&Lens,W.(2004).How to become a persevering exerciser?Providing a clear,future intrinsic goal in an autonomy-supportive way.Journal of Sport&Exercise Psychology,26(2),232-249.
Vansteenkiste,M.,&Timmermans,T.(2006).Does extrinsic goal framing enhance extrinsic goal-oriented individuals'learning and performance?An experimental test of the match perspective versus self-determination theory.Journal of Educational Psychology,100(2),387-397.
Yeager,D.S.,&Bundick,M.J.(2009).The role of purposeful work goals in promoting meaning in life and in schoolwork during adolescence.Journal of Adolescent Research,24(4),423-452.
暴占光.(2006).初中生外在学习动机内化的实验研究(博士学位论文).东北师范大学,长春.
方杰,张敏强,李晓鹏.(2011).中介效应的三类区间估计方法.心理科学进展,19(5),765-774.
李勇.(2009).高中生学习动机内化水平及与自我效能、社会支持的关系(硕士学位论文).东北师范大学,长春.
魏连娣.(2012).自我决定理论视角下未来时间透视与学习投入的关系研究(博士学位论文).东北师范大学,长春.
温忠麟,侯杰泰,马什赫伯特.(2004).结构方程模型检验:拟合指数与卡方准则.心理学报,36(2),186-194.
温忠麟,张雷,侯杰泰,刘红云.(2004).中介效应检验程序及其应用.心理学报,36(5),614-620.
相楠.(2014).青少年价值观对亲社会行为的影响(硕士学位论文).东北师范大学,长春.
张婵.(2013).青少年积极品质的成分、测量及其作用(博士学位论文).东北师范大学,长春.
赵力燕,李董平,徐小燕,王艳辉,孙文强(2016).教育价值观和逆境信念在家庭经济压力与初中生学业成就之间的作用.心理发展与教育,32(4),409-417.