中国外语学习情境下的成就动机研究：社会建构主义视角
|
摘要
尽管在教育心理学领域对成就动机的研究众多，但是在二语习得领域成就动机方面的研究还很少。众所周知，由于中国的外语教育主要以应试教育为主，因此在成就动机的框架下来理解中国大学生二语学习动机就有着特别重要的意义。但是，到目前为止，我们对中国大学生外语学习成就动机的特点和在外语学习中的地位知之甚少。作为一项尝试，该研究目的是探明中国大学生外语学习成就动机的类型以及考察二语成就动机在中国大学生外语学习情境中的作用，以期能够对二语习得领域的动机研究，乃至改进中国的外语教学有所贡献。
为了探究中国大学生二语学习的成就动机情况，我们提出了以下几个研究问题：1）中国大学生英语学习中有哪几种成就动机倾向？2）中国大学生的这几种成就动机定向从总体上看呈现什么特征？3）男生和女生、英语专业和非英语专业在成就动机定向上有什么差异？4）不同英语水平的学生在成就动机定向上有什么差异？5）二语成就动机自我系统和二语课堂目标重心对二语成就动机定向有什么影响？6）二语成就动机定向与二语自我调节学习行为有什么关系？7）二语成就动机定向与英语成绩之间有什么关系？
本研究包括定量和定性研究。定量研究主要是为了探明中国大学生外语学习成就动机的类型，以及从社会建构主义的视角考察二语成就动机在中国大学生外语学习中的地位作用。为此，根据相关文献，中国外语学习的特点以及前导性研究，我们设计了二语成就动机定向、二语自我调节学习行为和二语课堂目标重心三份调查问卷，改编了二语动机自我系统和二语学习焦虑二份现有的调查问卷。来自上海的8所高校的485名学生参加了本研究的问卷调查。定性研究为为了进一步分析中国大学生二语成就动机定向的特点和它们在中国外语学习中的地位和作用。共14名学生参加了定性研究，形式主要采用访谈和自我反省式描述。研究结果如下：
1)本研究发现，中国大学生由于受到中国外语学习情境的影响呈现出不同的二语成就动机倾向。利用探索性因子分析发现了3种类型的成就动机，分别是二语掌握目标、二语成绩接近目标和二语成绩回避目标。就总体而言，中国大学生在这3种类型成就目标选择上存在不同程度的差异。成就目标的选择也存在性别差异，女生更多倾向于选择二语掌握目标和二语成绩接近目标，而男生则更多的是选择二语成绩回避目标。英语专业的学生倾向于选择二语掌握目标和二语成绩接近目标，而非英语专业的学生则倾向于选择二语成绩回避目标。不同英语水平的学生在成就目标的选择上也存在显著差异，学习者水平越高越倾向于选择二语掌握目标以及二语成绩接近目标。
2)就二语动机自我系统与二语成就目标定向的关系而言，实验结果显示，二语动机自我系统的三个维度能够较好地预测二语成就目标定向。具体来说，理想二语自我能够正向预测学生的掌握目标和成绩接近目标定向，但无法对成绩回避定向作出预测；应该二语自我能够正向预测学生的成绩接近目标和成绩回避目标定向，但无法对掌握目标定向作出预测；二语学习经历能够正向预测学生的掌握目标和成绩接近目标定向，负向预测学生的成绩回避目标定向。
3）就二语课堂的目标结构与二语成就目标的关系而言，研究结果显示不同的课堂目标结构会对学生的成就目标定向产生影响。具体来说，以关注学生掌握程度为主的课堂教学实践正向预测学生的掌握目标和成绩接近目标定向，但无法对学生的成绩回避目标做出预测；以关注学生学习表现为主的课堂教学实践正向预测学生的成绩回避目标定向，但无法对学生的掌握目标和成绩接近目标做出预测。研究结果表明，为帮助学生进行正确的成就目标定向，从多个层面进行课堂干预不仅可行，而且很有必要。
4）研究还发现，二语成就目标定向与二语自我调节学习行为之间存在密切的关系。具体来说，尽管二语成绩回避目标定向无法对二语自我调节学习行为做出预测，但是二语掌握目标和二语成绩接近目标定向却能显著地对二语自我调节学习行为做出正向预测。除此之外，研究还表明二语成就目标定向对英语学习成绩有着很强的预测力。具体来说，二语掌握目标和二语成绩接近目标能显著地对英语学习成绩做出正向预测；而二语成绩回避目标定向则显著地对英语学习成绩做出负向预测。为了能够弄清楚有哪些因素强化或是弱化了二语成就目标定向与学业成绩的联系，本研究根据相关文献确定了两大因素，即二语自我调节学习行为和二语学习焦虑。结构方程分析发现，二语自我调节学习行为与二语学习焦虑在二语成就目标定向与英语学习成绩之间起着显著的中介效应。
本研究具有一定的理论和实践意义。本研究通过将外语学习动机纳入学习者成就目标定向的理论框架中加以考察，是对以前二语学习动机理论研究的一次革新，有助于摆脱以往不同研究范式的相互重叠、相互质疑的情况。再者，本研究还指出，外语教师应该采取干预措施将目标定向引入外语学习课堂，引导学生进行正确的目标定向，进而提高学生的学习动机，促进学生进行自主学习，最终提高学生英语学习成绩。
Despite the large number of studies of achievement goal orientation in the fieldof educational psychology, there have hardly been any attempts in L2studies to adoptthe well-known goal orientation theory in educational psychology. As we all know, tounderstand the L2learning motivation of Chinese college students in the frameworkof achievement goals is extremely significant in China where foreign languageeducation is highly exam-oriented. However, we know little about the characteristicsand role of achievement goals in foreign language learning so far. This study is anattempt to identify the types of L2achievement goals adopted by Chinese collegestudents and examine the role of L2achievement goals in EFL learning context in thehope that that the findings will contribute to the study of motivation in the field ofSLA, and ultimately, to improving English learning and teaching in China.
To investigate the L2achievement goals pursued by Chinese college students,we formulated the following research questions:1) What types of achievement goalsdo Chinese college students tend to adopt in English learning?2) What are the overallpatterns in adopting L2achievement goals among Chinese college students?3) Whatare the differences in adopting L2achievement goals in terms of the students’ genderand majors?4) Are there any differences in adopting L2achievement goals betweenstudents with different English proficiencies?5) What are the impacts of L2motivational self system and L2classroom goal stresses upon the adoptions of L2achievement goals?6) What are the relations between the adoptions of L2achievement goals and L2self-regulated learning behavior?7) What are the relationsbetween the adoptions of L2achievement goals and English attainment?
The present study consists of a quantitative study and a qualitative study. Thequantitative study was aimed at identifying the types of L2achievement goals pursuedby Chinese college students, and examining the role of L2achievement goals inforeign language learning from the perspective of social constructivism. To this end,five questionnaires on L2achievement goal orientation, L2motivational self system,L2self-regulated learning behavior, L2anxiety, and L2classroom goal stresses were designed or revised based on the relevant literature, the characteristics of China’s EFLlearning, and the first-hand information from a pilot study. Altogether485studentsfrom8different levels of universities in Shanghai responded to these questionnaires.The qualitative study was conducted to further analyze the characteristics of theadoptions of L2achievement goals by Chinese college students and their roles inChina’s EFL learning by collecting data via answers to an interview and aretrospective description. The present study has yielded the following importantfindings.
1) The study found Chinese EFL college students pursued or adopted differenttypes of L2achievement goals in China’s EFL learning context. Using the exploratoryfactor analysis, the present study identified three types of L2achievement goals: L2mastery goal, L2performance goal, and L2performance-avoidance goal. As a whole,students adopted these achievement goals with different degrees of frequency. Femalestudents tend to adopt L2mastery goals and L2performance-approach goals morefrequently than their male counterparts, but adopt L2performance-avoidance goalsless frequently than their male counterparts. English majors adopted L2mastery goalsand L2performance-approach goals more frequently than did non-English majors, butadopted L2performance-avoidance goals less frequently than did non-English majors.In addition, the study also found that the higher the students’ English proficiency, themore frequent the students’ adoption of L2mastery goal and L2performance-approach goal.
2) With regard to the relations between L2motivational self system (L2MSS)and the adoptions of L2achievement goals, the results indicated that the threedimensions of L2motivational self system help to understand the adoptions of L2achievement goals. Specifically, ideal L2self could positively predict students’adoption of L2mastery goal and L2performance-approach goal, but could hardlypredict their adoption of L2performance-avoidance goal; ought-to L2self couldpositively predict the adoption of L2performance-approach goal and L2performance-avoidance goal, but could not predict the adoptions of L2mastery goal;L2learning experience was an individual predictor for L2mastery goal and L2 performance-approach goal, but negatively predicted the adoption of L2performance-avoidance goal. The finding points to the conclusion that the students aremotivated through a self-internalized, inner-directed imaginary view of their future L2self or through an other-directed, less-internalized picture visualized to fulfill others’expectations or through a positive learning experience make a real difference in thestudents’ adoptions of L2achievement goals.
3) With respect to the relations between L2classroom goal stresses and theadoptions of L2achievement goals, the results indicated that different goal stresses ofL2classrooms elicited different patterns of achievement motivation. Specifically,mastery-oriented instructional practices could positively predict the adoption of L2mastery goal and L2performance-approach goal. By contrast, performance-orientedinstructional practices were the significant positive predictor for the adoption of L2performance-avoidance goal. Mastery-oriented instructional practices did notindividually account for a significant portion of the variance in L2performance-avoidance goal while performance-oriented instructional practices couldnot significantly predict the adoption of L2mastery goal and L2performance-approach goal. The results provide some evidence regarding theadoptions of L2achievement goals in China’s EFL classroom learning context andsupport the belief that a comprehensive approach to classroom intervention is not onlydesirable, it becomes essential.
4) The findings provide evidence that there exists a strong relation between theadoptions of L2achievement goals and L2self-regulated behavior. Specifically, L2mastery goal and L2performance-approach goal were significant and positivepredictors for L2self-regulated learning behavior, though L2performance-avoidancegoal could not significantly predict the initiation of L2self-regulated learningbehavior. In addition，the study has also presented the findings about the relationsbetween the adoptions of L2achievement goals and English achievement.Specifically, the adoptions of L2mastery goals and L2performance-approach goalscould significantly and positively predict English achievement, while the adoption ofL2performance-avoidance goals was the significant but negative predictor for English achievement. To figure out what enhances or reduces the link between L2achievement goals and performance attainments, the study has identified twosignificant factors (i.e., L2self-regulated learning behavior and L2anxiety) formediating the relations between the adoptions of L2achievement goals and Englishachievement via Structural Equation Modeling (SEM). The results provide someevidence regarding the significance of the adoptions of L2achievement goals for FLlearning and support the belief that L2achievement goals represents an importantaspect of L2motivation that contributes to students’ self-regulation in FL learning andthen academic attainment.
The findings of the present study have significant implications. The model ofL2achievement goals, which is an innovative reformation of the previous L2motivation theories, reframes language learning motivation within the individual’sconcept of one’s goal-orientation so that we can prevent different paradigms inprevious L2motivation studies from overlapping and challenging each other. Inaddition, the study also suggests that foreign language teachers should intervene inintegrating the goal orientation into the language learning classroom, and helpstudents to navigate the goal-setting process to increase motivation, promoteautonomous learning, and enhance academic attainment.
为了探究中国大学生二语学习的成就动机情况，我们提出了以下几个研究问题：1）中国大学生英语学习中有哪几种成就动机倾向？2）中国大学生的这几种成就动机定向从总体上看呈现什么特征？3）男生和女生、英语专业和非英语专业在成就动机定向上有什么差异？4）不同英语水平的学生在成就动机定向上有什么差异？5）二语成就动机自我系统和二语课堂目标重心对二语成就动机定向有什么影响？6）二语成就动机定向与二语自我调节学习行为有什么关系？7）二语成就动机定向与英语成绩之间有什么关系？
本研究包括定量和定性研究。定量研究主要是为了探明中国大学生外语学习成就动机的类型，以及从社会建构主义的视角考察二语成就动机在中国大学生外语学习中的地位作用。为此，根据相关文献，中国外语学习的特点以及前导性研究，我们设计了二语成就动机定向、二语自我调节学习行为和二语课堂目标重心三份调查问卷，改编了二语动机自我系统和二语学习焦虑二份现有的调查问卷。来自上海的8所高校的485名学生参加了本研究的问卷调查。定性研究为为了进一步分析中国大学生二语成就动机定向的特点和它们在中国外语学习中的地位和作用。共14名学生参加了定性研究，形式主要采用访谈和自我反省式描述。研究结果如下：
1)本研究发现，中国大学生由于受到中国外语学习情境的影响呈现出不同的二语成就动机倾向。利用探索性因子分析发现了3种类型的成就动机，分别是二语掌握目标、二语成绩接近目标和二语成绩回避目标。就总体而言，中国大学生在这3种类型成就目标选择上存在不同程度的差异。成就目标的选择也存在性别差异，女生更多倾向于选择二语掌握目标和二语成绩接近目标，而男生则更多的是选择二语成绩回避目标。英语专业的学生倾向于选择二语掌握目标和二语成绩接近目标，而非英语专业的学生则倾向于选择二语成绩回避目标。不同英语水平的学生在成就目标的选择上也存在显著差异，学习者水平越高越倾向于选择二语掌握目标以及二语成绩接近目标。
2)就二语动机自我系统与二语成就目标定向的关系而言，实验结果显示，二语动机自我系统的三个维度能够较好地预测二语成就目标定向。具体来说，理想二语自我能够正向预测学生的掌握目标和成绩接近目标定向，但无法对成绩回避定向作出预测；应该二语自我能够正向预测学生的成绩接近目标和成绩回避目标定向，但无法对掌握目标定向作出预测；二语学习经历能够正向预测学生的掌握目标和成绩接近目标定向，负向预测学生的成绩回避目标定向。
3）就二语课堂的目标结构与二语成就目标的关系而言，研究结果显示不同的课堂目标结构会对学生的成就目标定向产生影响。具体来说，以关注学生掌握程度为主的课堂教学实践正向预测学生的掌握目标和成绩接近目标定向，但无法对学生的成绩回避目标做出预测；以关注学生学习表现为主的课堂教学实践正向预测学生的成绩回避目标定向，但无法对学生的掌握目标和成绩接近目标做出预测。研究结果表明，为帮助学生进行正确的成就目标定向，从多个层面进行课堂干预不仅可行，而且很有必要。
4）研究还发现，二语成就目标定向与二语自我调节学习行为之间存在密切的关系。具体来说，尽管二语成绩回避目标定向无法对二语自我调节学习行为做出预测，但是二语掌握目标和二语成绩接近目标定向却能显著地对二语自我调节学习行为做出正向预测。除此之外，研究还表明二语成就目标定向对英语学习成绩有着很强的预测力。具体来说，二语掌握目标和二语成绩接近目标能显著地对英语学习成绩做出正向预测；而二语成绩回避目标定向则显著地对英语学习成绩做出负向预测。为了能够弄清楚有哪些因素强化或是弱化了二语成就目标定向与学业成绩的联系，本研究根据相关文献确定了两大因素，即二语自我调节学习行为和二语学习焦虑。结构方程分析发现，二语自我调节学习行为与二语学习焦虑在二语成就目标定向与英语学习成绩之间起着显著的中介效应。
本研究具有一定的理论和实践意义。本研究通过将外语学习动机纳入学习者成就目标定向的理论框架中加以考察，是对以前二语学习动机理论研究的一次革新，有助于摆脱以往不同研究范式的相互重叠、相互质疑的情况。再者，本研究还指出，外语教师应该采取干预措施将目标定向引入外语学习课堂，引导学生进行正确的目标定向，进而提高学生的学习动机，促进学生进行自主学习，最终提高学生英语学习成绩。
Despite the large number of studies of achievement goal orientation in the fieldof educational psychology, there have hardly been any attempts in L2studies to adoptthe well-known goal orientation theory in educational psychology. As we all know, tounderstand the L2learning motivation of Chinese college students in the frameworkof achievement goals is extremely significant in China where foreign languageeducation is highly exam-oriented. However, we know little about the characteristicsand role of achievement goals in foreign language learning so far. This study is anattempt to identify the types of L2achievement goals adopted by Chinese collegestudents and examine the role of L2achievement goals in EFL learning context in thehope that that the findings will contribute to the study of motivation in the field ofSLA, and ultimately, to improving English learning and teaching in China.
To investigate the L2achievement goals pursued by Chinese college students,we formulated the following research questions:1) What types of achievement goalsdo Chinese college students tend to adopt in English learning?2) What are the overallpatterns in adopting L2achievement goals among Chinese college students?3) Whatare the differences in adopting L2achievement goals in terms of the students’ genderand majors?4) Are there any differences in adopting L2achievement goals betweenstudents with different English proficiencies?5) What are the impacts of L2motivational self system and L2classroom goal stresses upon the adoptions of L2achievement goals?6) What are the relations between the adoptions of L2achievement goals and L2self-regulated learning behavior?7) What are the relationsbetween the adoptions of L2achievement goals and English attainment?
The present study consists of a quantitative study and a qualitative study. Thequantitative study was aimed at identifying the types of L2achievement goals pursuedby Chinese college students, and examining the role of L2achievement goals inforeign language learning from the perspective of social constructivism. To this end,five questionnaires on L2achievement goal orientation, L2motivational self system,L2self-regulated learning behavior, L2anxiety, and L2classroom goal stresses were designed or revised based on the relevant literature, the characteristics of China’s EFLlearning, and the first-hand information from a pilot study. Altogether485studentsfrom8different levels of universities in Shanghai responded to these questionnaires.The qualitative study was conducted to further analyze the characteristics of theadoptions of L2achievement goals by Chinese college students and their roles inChina’s EFL learning by collecting data via answers to an interview and aretrospective description. The present study has yielded the following importantfindings.
1) The study found Chinese EFL college students pursued or adopted differenttypes of L2achievement goals in China’s EFL learning context. Using the exploratoryfactor analysis, the present study identified three types of L2achievement goals: L2mastery goal, L2performance goal, and L2performance-avoidance goal. As a whole,students adopted these achievement goals with different degrees of frequency. Femalestudents tend to adopt L2mastery goals and L2performance-approach goals morefrequently than their male counterparts, but adopt L2performance-avoidance goalsless frequently than their male counterparts. English majors adopted L2mastery goalsand L2performance-approach goals more frequently than did non-English majors, butadopted L2performance-avoidance goals less frequently than did non-English majors.In addition, the study also found that the higher the students’ English proficiency, themore frequent the students’ adoption of L2mastery goal and L2performance-approach goal.
2) With regard to the relations between L2motivational self system (L2MSS)and the adoptions of L2achievement goals, the results indicated that the threedimensions of L2motivational self system help to understand the adoptions of L2achievement goals. Specifically, ideal L2self could positively predict students’adoption of L2mastery goal and L2performance-approach goal, but could hardlypredict their adoption of L2performance-avoidance goal; ought-to L2self couldpositively predict the adoption of L2performance-approach goal and L2performance-avoidance goal, but could not predict the adoptions of L2mastery goal;L2learning experience was an individual predictor for L2mastery goal and L2 performance-approach goal, but negatively predicted the adoption of L2performance-avoidance goal. The finding points to the conclusion that the students aremotivated through a self-internalized, inner-directed imaginary view of their future L2self or through an other-directed, less-internalized picture visualized to fulfill others’expectations or through a positive learning experience make a real difference in thestudents’ adoptions of L2achievement goals.
3) With respect to the relations between L2classroom goal stresses and theadoptions of L2achievement goals, the results indicated that different goal stresses ofL2classrooms elicited different patterns of achievement motivation. Specifically,mastery-oriented instructional practices could positively predict the adoption of L2mastery goal and L2performance-approach goal. By contrast, performance-orientedinstructional practices were the significant positive predictor for the adoption of L2performance-avoidance goal. Mastery-oriented instructional practices did notindividually account for a significant portion of the variance in L2performance-avoidance goal while performance-oriented instructional practices couldnot significantly predict the adoption of L2mastery goal and L2performance-approach goal. The results provide some evidence regarding theadoptions of L2achievement goals in China’s EFL classroom learning context andsupport the belief that a comprehensive approach to classroom intervention is not onlydesirable, it becomes essential.
4) The findings provide evidence that there exists a strong relation between theadoptions of L2achievement goals and L2self-regulated behavior. Specifically, L2mastery goal and L2performance-approach goal were significant and positivepredictors for L2self-regulated learning behavior, though L2performance-avoidancegoal could not significantly predict the initiation of L2self-regulated learningbehavior. In addition，the study has also presented the findings about the relationsbetween the adoptions of L2achievement goals and English achievement.Specifically, the adoptions of L2mastery goals and L2performance-approach goalscould significantly and positively predict English achievement, while the adoption ofL2performance-avoidance goals was the significant but negative predictor for English achievement. To figure out what enhances or reduces the link between L2achievement goals and performance attainments, the study has identified twosignificant factors (i.e., L2self-regulated learning behavior and L2anxiety) formediating the relations between the adoptions of L2achievement goals and Englishachievement via Structural Equation Modeling (SEM). The results provide someevidence regarding the significance of the adoptions of L2achievement goals for FLlearning and support the belief that L2achievement goals represents an importantaspect of L2motivation that contributes to students’ self-regulation in FL learning andthen academic attainment.
The findings of the present study have significant implications. The model ofL2achievement goals, which is an innovative reformation of the previous L2motivation theories, reframes language learning motivation within the individual’sconcept of one’s goal-orientation so that we can prevent different paradigms inprevious L2motivation studies from overlapping and challenging each other. Inaddition, the study also suggests that foreign language teachers should intervene inintegrating the goal orientation into the language learning classroom, and helpstudents to navigate the goal-setting process to increase motivation, promoteautonomous learning, and enhance academic attainment.
引文
Aida, Y.(1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreignlanguage anxiety: the case of students of Japanese[J]. The Modern LanguageJournal,78:155-168.
Ames, C.(1992). Classrooms: goals, structure, and student motivation[J]. Journal ofEducational Psychology,84,261-271.
Ames, C.,&Archer, J.(1987). Mothers’ beliefs about the role of ability and effort inschool learning[J]. Journal of Educational Psychology,79:409-414.
Ames, C.,&Archer, J.(1988). Achievement goals in the classroom: Students’learning strategies and motivation processes[J]. Journal of EducationalPsychology,80,260-267.
Anderman, E. M.,&Maehr, M. L.(1994). Motivation and schooling in the middlegrades. Review of Educational Research,64,287-309.
Anderman, E. M.,&Wolters, C. A.(2006). Goals, values, and affect: Influences onstudent motivation[A]. In P. A. Alexander,&P. H. Winne (Eds.), Handbook ofEducational Psychology (pp.369-389). Mahwah, NJ: Lawrence Erlbaum.
Anderman, E. M.,&Young, A. J.(1994). Motivation and strategy use in science:individual differences and classroom effects[J]. Journal of Research in ScienceTeaching,31(8):811-831.
Arnold, J.,&Brown, H. D.(1999). A Map of the Terrain[A]. In Arnold, J.(Eds.),Affect in Language Learning (pp.1-24). Cambridge: Cambridge UniversityPress.
Au, S. Y.(1988). A critical appraisal of Gardner’s social-psychological theory ofsecond-language (L2) learning. Language Learning,38:75-100.
Bandura, A.(1993). Perceived self-efficacy in cognitive development andfunctioning[J]. Educational Psychologist,28,117-148.
Barron, K.,&Harackiewicz, J.(2001). Achievement goals and optimal motivation:testing multiple goal models[J]. Journal of Personality and Social Psychology,80:706-722.
Belmechri, F.,&Hummel, K.(1998). Orientations and motivation in the acquisitionof English as a second language among high school students in Quebec City.Language Learning,48(2):219-244.
Bergen, R.,&Dweck, C.(1989). The functions of personality theories[A]. In R. Wyer&T. Srull (Eds.), Advances in social cognition: Social intelligence and cognitiveassessments of personality (pp.81-92). Hillsdale, NJ: Lawrence ErlbaumAssociates, Inc.
Boekaerts, M.(2002). Motivation to learn. Educational Practice Series. Geneva:International Bureau of Education.
Brophy, J. E.(1983). Fostering student learning and motivation in the elementaryschool classroom. In S. Paris, G. Olson,&H. Stevenson (Eds.), Learning andmotivation in the classroom (pp.283-305). Hillsdale, NJ: Erlbaum.
Brophy, J. E.(1987). Synthesis of research on strategies for motivating students tolearn[J]. Educational Leadership,44:40-48.
Church, M. A., Elliot, A.,&Gable, S.(2001). Perceptions of classroom environment,achievement goals, and achievement outcomes[J]. Journal of EducationalPsychology,93:43-54.
Coulombe, D.(2000). Anxiety and beliefs of French-as-a-second-language learners atthe university level. Unpublished doctoral dissertation, University of Laval,Quebec, Canada.
Covington, M. V.(1984). Strategic thinking and the fear of failure[A]. In J. Segal, S.Chipman,&R. Glaser (Eds.), Thinking and learning skills: Relating instructionto basic research (pp.389-416). Hillsdale, NJ: Erbaulm.
Crookes, G.,&Schmidt, R. W.(1991). Motivation: Reopening the research agenda.Language Learning,42(4):469-512.
Cury, F., Elliot, A. J., Da Fonseca, D.,&Moller, A. C.(2006). The social-cognitivemodel of achievement motivation and the2×2achievement goal framework[J].Journal of Personality and Social Psychology,90:666-679.
Cury, F., Elliot, A. J., Sarrazin, P., Da Fonseca, D.,&Rufo, M.(2002). Thetrichotomous achievement goal model and intrinsic motivation: A sequentialmeditational analysis[J]. Journal of Experimental Social Psychology,38:473-481.
Duda, J. L.,&Nicholls, J. G.(1992). Dimensions of achievement motivation inschoolwork and sport[J]. Journal of Educational Psychology,84(3),290-299.
D rnyei, Z.(1990). Conceptualizing motivation in foreign language learning[J].Language Learning,40,46-78.
D rnyei, Z.(1994). Motivation and motivating in the foreign language classroom[J].Modern Language Journal,78,273-284.
D rnyei, Z.(2003). Attitudes, orientations, and motivations in language learning:advances in theory, research, and applications[J]. Language Learning,51,3-33.
D rnyei, Z.(2005). The psychology of the language learner: Individual differences insecond language acquisition[M]. Mahwah, NJ: Erlbaum.
D rnyei, Z.(2009). The L2Motivational Self System[A]. In Z. D rnyei&E. Ushioda(Eds.), Motivation, language identity and the L2self (pp.9-42). Clevedon, UK:Multilingual Matters.
D rnyei, Z., Ushioda, E.(2011). Teaching and researching motivation. Harlow:Pearson Education.
Dweck, C.(1986). Motivational processes affecting learning[J]. AmericanPsychologist,41,1040-1048.
Dweck, C. S.,&Elliot, E. S.(1983). Achievement motivation[A]. In E. M.Hetherington (Eds.), Handbook of Child Psychology. Socialization, Personality,and Social Development (pp.643-691). New York: Wiley.
Dweck, C. S.&Legget, E. L.(1988). A social-cognitive approach to motivation andpersonality[J]. Psychological Review,95,256-273.
Edwin, S. D.(1995). Increasing reflective writing and goal-setting skills on highability sixth grade mathematics students. Retrieved from ERIC database(ED392065).
Elliot, A. J.(1997). Integrating the “classic” and “contemporary” approaches toachievement motivation: A hierarchical model of approach and avoidanceachievement motivation[A]. In M. L. Maehr&P. R. Pintrich (Eds.), Advances inmotivation and achievement (pp.143-179). Greenwich, Connecticut: JAI Press.
Elliot, A. J.(1999). Approach and avoidance motivation and achievement goals[J].Educational Psychologist,34(3),169-189.
Elliot, A. J.,&Church, M. A.(1997). A hierarchical model of approach and avoidanceachievement motivation[J]. Journal of Personality and Social Psychology,72,218-232.
Elliot, E. S.,&Dweck, C. S.(1988). Goals: An approach to motivation andachievement[J]. Journal of Personality and Social Psychology,54(1),5-12.
Elliot, A. J.,&Harachiewicz, J. M.(1996). Approach and avoidance achievementgoals and intrinsic motivation: A meditational analysis[J]. Journal of Personalityand Social Psychology,70,968-980.
Elliot, A. J.,&McGregor, H.(2001). A2×2achievement goal framework[J]. Journalof Personality and Social Psychology,80:501-519.
Elliot, A. J.,&McGregor, H. A.(1999). Test anxiety and the hierarchical model ofapproach and avoidance achievement motivation[J]. Journal of Personality andSocial Psychology,76,628-644.
Elliot, A. J., McGregor, H. A.,&Gable, S.(1999). Achievement goals, studystrategies, and exam performance: A meditational analysis[J]. Journal ofEducational Psychology,91(3):549-563.
Elliot, A. J., Shell, M. M., Bouas, H. K.,&Maier, M. A.(2005). Achievement goals,performance contingencies, and performance attainment: An experimental test.Journal of Educational Psychology,97:430-640.
Ely, C. M.(1986). Language learning motivation: A descriptive and causal analysis.The Modern Language Journal,70(1):28-35.
Gardner, R. C.(1985). Social psychology and second language learning: The role ofattitudes and motivation[M]. Baltimore, M.D.: E. Arnold.
Gardner, R. C.,&Lambert, W. E.(1972). Attitudes and motivation in secondlanguage learning[M]. Rowley, MA: Newbury House.
Gardner, R. C.,&Tremblay, P. F.(1994). On motivation, research agendas, andtheoretical frameworks. The Modern Language Journal,78(3):359-368.
Geisinger, K. F.(1994). Cross-cultural normative assessment: Translation andadoption issues influencing the normative interpretation of assessmentinstruments. Psychological Assessment,6:304-312.
Graham, S.,&Golan, S.(1991). Motivational influences on cognition: Taskinvolvement, ego involvement, and depth of information processing[J]. Journalof Educational Psychology,83,187-194.
Grant, H.,&Dweck, C.(2003). Clarifying achievement goals and their impact[J].Journal of Personality and Social Psychology,85:541-553.
Green, B. A.,&Miller, R. B.(1996). Influences on achievement: goals, perceivedability, and cognitive engagement[J]. Contemporary Educational Psychology,21:181-192.
Green, J. M.,&Oxford, R. L.(1995). A closer look at learning strategies, L2proficiency, and gender[J]. TESOL Quarterly,29:261-297.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L.,&Akey, K. L.(2004).Predicting high school students’ cognitive engagement and achievement:Contributions of classroom perceptions and motivation[J]. ContemporaryEducational Psychology,29:462-482.
Gregersen, T.,&Horwitz, E. K.,(2002). Language learning and perfectionism:anxious and non-anxious language learners’ reactions to their own oralperformance[J]. The Modern Language Journal,86(4):562-570.
Griffee, D. T.,&Templi, S. A.(1997). Goal setting affects task performance.Retrieved from ERIC database (ED413782).
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T.,&Elliot, A. J.(1997).Predictors and consequences of achievement goals in the college classroom:Maintaining interest and making the grade[J]. Journal of Personality and SocialPsychology,73:1284-1295.
Harackiewicz, J. M., Barron, K. E.,&Elliot, A. J.(1998). Rethinking achievementgoals: when are they adaptive for college students and why? EducationalPsychologist,33:1-21.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J.,&Thrash, T.(2002).Revision of achievement goal theory: necessary and illuminating[J]. Journal ofEducational Psychology,94,638-645.
Harackiewicz, J. M., Barron, K. E., Tauer, J., Carter, S., Elliot, A. J.(2000).Short-term and long-term consequences of achievement goals: predicting interestand performance over time[J]. Journal of Educational Psychology,92:316-330.
He, T. H.(2004). The relations among trichotomous achievement goals, self-efficacy,and self-regulation in EFL sixth-grade classes in Taiwan. Journal of NationalTaipei Teachers College,17(1),111-134.
Henderson, V.,&Dweck, C.(1990). Motivation and achievement[A]. In S. Feldman&G. Elliott (Eds.), At the threshold: The developing adolescent (pp.308-329).Cambridge, MA: Harvard University Press.
Higgins, E. T.(1987). Self-discrepancy: A theory relating self and affect.Psychological Review,94,319-340.
Horwitz, E. K., Horwitz, M. B.,&Cope, J.,(1986). Foreign language classroomanxiety. The Modern Language Journal,70,125-132.
Jagacinski, C. M.,&Nicholls, J. G.(1990). Reducing effort to protect perceivedability:“They’d do it but I wouldn’t.”[J] Journal of Educational Psychology,83:15-21.
Kaplan, A.,&Maehr, M. L.(2007). The contributions and prospects of goalorientation theory. Educational Psychology Review,19:141-184.
Kaplan A., Middleton, M. J.,&Urdan T.,&Midgley, C.(2002). Achievement goalsand goal structures[A]. In Goals, Goal Structures, and Patterns of AdaptiveLearning (Eds.), C. Midgley (pp.21-55). Hillsdale, NJ: Erlbaum.
Kormos, J., Kiddle, T.,&Csizer, K.(2011). Systems of goals, attitudes, andself-related beliefs in second-language-learning motivation[J]. AppliedLinguistics,32(5):495-516.
Lee, F. K., Sheldon, K. M.,&Turban, D. B.(2003). Personality and the goal-strivingprocess: The influence of achievement goal patterns, goal level, and mental focuson performance and enjoyment[J]. Journal of Applied Psychology,88:256-265.
Lepper, M. R.,&Hodell, M.(1989). Intrinsic motivation in the classroom[A]. In C.Ames&R. Ames (Eds.), Research on motivation in education (pp.73-105). SanDiego, CA: Academic Press.
Linnenbrink, E. A.(2005). The dilemma of performance-approach goals: The use ofmultiple goals contexts to promote students’ motivation and learning[J]. Journalof Educational Psychology,97:197-213.
Linnenbrink, E. A.,&Pintrich, P. R.(2002). Achievement goal theory and affect: Anasymmetrical bidirectional model[J]. Educational Psychologist,37:69-78.
Locke, E. A., Shaw, K. N., Saari, L. M.,&Latham, G. P.(1981). Goal setting and taskperformance:1967-1980[J]. Psychological Bulletin,90,125-152.
Lopez, D. F.(1999). Social cognitive influences on self-regulated learning: Theimpact of action-control beliefs and academic goals on achievement-relatedoutcomes[J]. Learning and Individual Differences,11:301-309.
MacIntyre, P. D.,&Gardner, P. C.(1994). The subtle effects of language anxiety oncognitive processing in the second language. Language Learning,44,283-305.
Maehr, M. L.(1984). Meaning and motivation: Toward a theory of personalinvestment[A]. In R. Ames&C. Ames (Eds.), Research on motivation ineducation (pp.39-73). San Diego, CA: Academic Press.
Maehr, M. L.,&Midgley, C.(1996). Transforming school cultures[M]. Boulder, CO:Westview Press.
Maehr, M. L.,&Nicholls, J. G.(1980). Culture and achievement motivation: a secondlook[A]. In N. Warren (Eds.), Studies in Cross-cultural Psychology (pp.221-267).New York: Academic.
Malka, A.,&Covington, M. V.(2005). Perceiving school performance asinstrumental to future goal attainment: Effect on graded performance[J].Contemporary Educational Psychology,30:60-80.
Markus, H.,&Nurius, P.(1986). Possible selves. American Psychologist,41,954-969.
Marshall, H. H.,&Weinstein, R. S.(1984). Classroom factors affecting students’self-evaluation: An interactional model[J]. Review of Educational Research,54:301-325.
Mattern, R. A.(2005). College students’ goal orientations and achievement[J].International Journal of Teaching and Learning in Higher Education,17(1),27-32.
Meece, J. L.(1991). The classroom context and children’s motivational goals[A]. InAdvances in Achievement Motivation Research (Eds.), M. Maehr,&P. Pintrich(pp.261-285). New York: Academic.
Meece, J. L., Anderman, E. M.,&Anderman, L. H.(2006). Classroom goal structure,student motivation, and academic achievement[J]. Annual Review of Psychology,57:487-503.
Meece, J. L., Blumenfeld, P. C.,&Hoyle, R. H.(1988). Students’ goal orientationsand cognitive engagement in classroom activities[J]. Journal of EducationalPsychology,80,514-523.
Meece, J. L.,&Holt, K.(1993). A pattern analysis of students’ achievement goals[J].Journal of Educational Psychology,85(4),582-590.
Meece, J. L.,&Miller, S. D.(2001). A longitudinal analysis of elementary schoolstudents’ achievement goals in literacy activities[J]. Contemporary EducationalPsychology,26:454-480.
Middleton, M. J.,&Midgley, C.(1997). Avoiding the demonstration of lack of ability:An underexplored aspect of goal theory[J]. Journal of Educational Psychology,89(4),710-718.
Midgley, C.(2002). Goals, Goal Structures, and Patterns of Adaptive Learning[M].Hillsdale, NJ: Erlbaum.
Midgley, C., Anderman, E. M.,&Hicks, L.(1995). Differences between elementaryand middle school teachers and students: A goal theory approach[J]. Journal ofEarly Adolescence,15,90-113.
Midgley, C., Kaplan, A.,&Middleton, M. J.(2001). Performance-approach goals:good for what, for whom, under what circumstances, and at what cost?[J].Journal of Educational Psychology,93,77-86.
Midgley, C., Kaplan, A., Middleton, M. J., Maehr, M. L., Urdan, T., Anderman, L. H.,Anderman, E. M.,&Roeser, R.(1998). The development and validation ofscales assessing students’ achievement goal orientations[J]. ContemporaryEducational Psychology,23:113-131.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E. M., Anderman, L. H.,Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J.,Roeser, R.,&Urdan, T.(2000). Manual for the patterns of adaptive learningscales (PALS). Ann Arbor, MI: University of Michigan.
Midgley, C.,&Urdan, T.(2001). Academic self-handicapping and achievement goals:A further examination[J]. Contemporary Educational Psychology,26:61-75.
Miller, R., Greene, B., Montalvo, G., Ravindran, B.,&Nichols, J.(1996).Engagement in academic work: the role of learning goals, future consequences,pleasing others, and perceived ability[J]. Contemporary Educational Psychology,21:388-422.
Moeller, A. J., Theiler, J. M.,&Wu, C. R.(2012). Goal setting and studentachievement: A longitudinal study[J]. The Modern Language Journal,96,153-169.
Moriarity, J., Ravelonis, K., Pellouchoud, D.,&Wilson, J.(2001). Increasing studentmotivation through the use of instructional strategies. Retrieved from ERICdatabase (ED455962).
Nicholls, J. G.(1984). Achievement motivation: Conceptions of ability, subjectiveexperience, task choice, and performance[J]. Psychological Review,91,328-346.
Nicholls, J. G.(1989). The competitive ethos and democratic education[M].Cambridge, MA: Harvard University Press.
Noels, K. A.(2003). Learning Spanish as a second language: learners’ orientationsand perceptions of their teachers’ communication style[A]. In D rnyei, Z.(Eds.),Attitudes, Orientations, and Motivations in Language Learning (pp.97-136).Blackwell, Oxford.
Noels, K. A., Clement, R.,&Pelletier, L. G.(1999). Perceptions of teachers’communicative style and students’ intrinsic and extrinsic motivation[J]. TheModern Language Journal,83:23-34.
Nolen, S. B.(1988). Reasons for studying: motivational orientations and studystrategies[J]. Cognition and Instruction,5:269-287.
Nolen, S. B.(2001). Learning environment, motivation, and achievement in highschool sicence[J]. Journal of Research in Science Teaching,40:347-368.
Nolen, S. B.,&Haladyna, T. M.(1990). Personal and environmental influences onstudents’ beliefs about effective study strategies[J]. Contemporary EducationalPsychology,15,116-130.
Okada, M., Oxford, R. L.,&Abo, S.(1996). Not all alike: Motivation and learningstrategies among students of Japanese and Spanish in an exploratory study[A]. InR. Oxford (Eds.), Language learning motivation: Pathways to the new century(pp.105-119). Honolulu, HI: Second Language Teaching&Curriculum Centre,University of Hawaii.
Oxford, R.(1990). Language Learning Strategies: What Every Teacher ShouldKnow[M]. Boston: Heinle&Heinle.
Oxford, R.,&Nyikos, M.(1989). Variables affecting choice of language learningstrategies by university students[J]. The Modern Language Journal,73(3):291-300.
Oxford, R. L.,&Shearin, J.(1994). Language learning motivation: Expanding thetheoretical framework[J]. Modern Language Journal,78,12-28.
Oxford, R. L.,&Shearin, J.(1996). Language learning motivation in a new key[A].In Oxford, R. L.(Eds.), Language learning motivation: Pathways to the newcentury (pp.155-187). Honolulu: University of Hawaii Press.
Pajares, F.,&Cheong, Y. F.(2004). Achievement goal orientations in writing: Adevelopment perspective[J]. International Journal of Educational Research,39:437-455.
Papi, M.(2010). The L2motivational self system, L2anxiety, and motivated behavior:A structural equation modeling approach[J]. System,38:467-479.
Papi, M.,&Abdollahzadeh, E.(2012). Teacher motivational practice, studentmotivation, and possible L2selves: An examination in the Iranian EFL context[J].Language Learning,62(2):571-594.
Pekrun, R., Elliot, A. J.&Maier, M. A.(2009). Achievement goals and achievementemotions: Testing a model of their joint relations with academic performance[J].Journal of Educational Psychology,101(1):115-135.
Pintrich, P. R.(2000). Multiple goals, multiple pathways: the role of goal orientationin learning and achievement[J]. Journal of Educational Psychology,92:544-555.
Pintrich, P. R.,&Groot, E. V.(1990). Motivational and self-regulated learningcomponents of classroom academic performance. Journal of EducationalPsychology,82(1):33-40.
Pintrich, P. R.,&Schunk, D.H.(1996). Motivation in education[M]. EnglewoodCliffs, NJ: Prentice Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T.,&McKeachie, W. J.(1991). A Manual forthe Use of the Motivated Strategies for Learning Questionnaire (MSLQ). AnnArbor, MI: National Centre for Research to Improve Postsecondary Teaching andLearning.
Radosevich, D. J., Vaidyanathan, V. T., Yeo, S.,&Radosevich, D. M.(2004). Relatinggoal orientation to self-regulatory processes: a longitudinal field test[J].Contemporary Educational Psychology,29:207-229.
Ramage, K.(1990). Motivational factors and persistence in foreign language study[J].Language Learning,30:189-211.
Saito, Y.,&Samimy, K.(1996). Foreign language anxiety and language performance:a study of learner anxiety in beginning, intermediate, and advanced-level collegestudents of Japanese[J]. Foreign Language Annals,29:239-251.
Schiefele, U.(1991). Interest, learning, and motivation[J]. Educational Psychologist,26,299-323.
Schmidt, R.,&Watanable, Y.(2001). Motivation, strategy use, and pedagogicalpreferences in foreign language learning. In Z. Dornyei&R. Schmidt (Eds.),Motivation and second language acquisition (pp.313-359). Honolulu: Universityof Hawaii University.
Schunk, D. H.(2003). Self-efficacy for reading and writing: Influence of modeling,goal setting, and self-evaluation[J]. Reading and Writing Quarterly,19,159-172.
Schunk, D. H., Pintrich, P. R.,&Meece, J. L.(2008). Motivation in education: Theory,research and applications[M]. NJ: Merrill-Prentice Hall.
Schunk, D. H.,&Zimmerman, B. J.(1994). Self-regulation of learning andperformance: Issues and educational applications. Hillsdale, NJ: LawrenceErlbaum Associates, Inc.
Schraw, G., Horn, C., Thorndike-Christ, T.,&Bruning, R.(1995). Academic goalorientations and student classroom achievement[J]. Contemporary EducationalPsychology,20,359-368.
Senko, C.,&Harackiewicz, J. M.(2005). Regulation of achievement goals: The roleof competence feedback[J]. Journal of Educational Psychology,97:320-336.
Sideridis, G. D.(2005). Performance approach-avoidance motivation and plannedbehavior theory: Model stability with Greek students with and without learningdisabilities[J]. Reading and Writing Quarterly,21:331-359.
Shih, S. S.(2005). Role of achievement goals in children’s learning in Taiwan[J].Journal of Educational Research,98:310-319.
Skaalvik, E. M.(1997). Self-enhancing and self-debating ego orientation: Relationswith task and avoidance orientation, achievement, self-perceptions, andanxiety[J]. Journal of Educational Psychology,89(1),71-81.
Stipek, D. J.(1996). Motivation and instruction[A]. In D. C. Berliner,&R. C. Calfee(Eds.), Handbook of educational psychology (pp.85-113). New York:Macmillan.
Stipek, D. J.,&Kowalski, P.(1989). Learned helplessness in task-orienting versusperformance-orienting testing conditions[J]. Journal of Educational Psychology,81:384-391.
Sullivan, H. W., Worth, K. A., Baldwin, A. S.,&Rothman, A. J.(2006). The effect ofapproach and avoidance referents on academic outcomes: A test of competingpredictions[J]. Motivation and Emotion,30:156-163.
Taguchi, T., M. Magid,&M. Papi.(2009). The L2motivational self system amongJapanese, Chinese and Iranian learners of English: A comparative study[A]. InD rnyei, Z&E. Ushioda (Eds.), Motivation, Language Identity and the L2Self(pp.66-97). Multilingual Matters.
Tanaka, A., Takehara, T.,&Yamauchi, H.(2006). Achievement goals in a presentationtask: Performance expectancy, achievement goals, state anxiety, and taskperformance. Learning and Individual Differences,16:93-99.
Tanaka, A.,&Yamauchi, H.(2000). Causal models of achievement motive, goalorientation, intrinsic interest, and academic achievement in classroom[J].Shinrigaku Kenkyu: Japanese Journal of Psychology,71:317-324.
Tanaka, A.,&Yamauchi, H.(2001). A model for achievement motives, goalorientations, intrinsic interest, and academic achievement[J]. PsychologicalReports,88:123-135.
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M. Q.,&Anderman, E.(2002). Theclassroom environment and students’ reports of avoidance strategies inmathematics: a multi-method study[J]. Journal of Educational Psychology,94:88-106.
Urdan, T.(2004). Predictors of academic self-handicapping and achievement:examining achievement goals, classroom goal structures, and culture[J]. Journalof Educational Psychology,96:251-264.
Urdan, T., Ryan, A. M., Anderman, E. M.,&Gheen, M. H.(2002). Goals, goalstructures, and avoidance behaviors[A]. In C. Midgley (Eds.), Goals, goalstructure and pattern of adaptive learning (pp.55-83). Mahwah, NJ: LawrenceErlbaum Associates.
Urdan, T., Midgley, C.,&Anderman, E. M.(1998). The role of classroom goalstructure in students’ use of self-handicapping strategies. American EducationalResearch Journal,35,101-122.
Ushioda, E.(2001). Language learning at university: exploring the role ofmotivational thinking. In D rnyei, Z., Schmidt, R.(Eds.), Motivation and SecondLanguage Acquisition (pp.91-124). Honolulu, HI: University of Hawaii Press.
Wentzel, K. R.(1991). Social competence at school: Relationship of socialresponsibility and academic achievement[J]. Review of Educational Research,61,1-24.
Williams, M.,&Burden, R.(1997). Psychology for language teachers[M].Cambridge: Cambridge University Press.
Wolters, C.(2003). Regulation of motivation: Evaluating an underemphasized aspectof self-regulated learning. Educational Psychologist,38(4),189-205.
Wolters, C.(2004). Advancing achievement goal theory: using goal structures andgoal orientations to predict students’ motivation, cognition, and achievement[J].Journal of Educational Psychology,96:236-250.
Wolters, C.,&Rosenthal, H.(2000). The relation between students’ motivationalbeliefs and attitudes and their use of motivational regulation strategies[J].International Journal of Educational Research,33:801-820.
Wolters, C., Yu, S.,&Pintrich, P.(1996). The relation between goal orientation andstudents’ motivational beliefs and self-regulated learning[J]. Learning andIndividual Differences,8:211-238.
Yang, N.(1998). Exploring a new role for teachers: Promoting learner autonomy[J].System,26,127-135.
Zammit, S. A.(1993). Motivation, test results, gender differences, and foreignlanguages: How do they connect? Paper presented at the Annual Meeting of theLanguage Testing Research Colloquium.
Zimmerman, B. J.,&Martinez-Pons, M.(1992). Perceptions of efficacy and strategyuse in the self-regulation of learning[A]. In D. H. Schunk,&J. L. Meece (Eds.),Student perceptions in the classroom (pp.185-207). Hillsdale, NJ: LawrenceErlbaum Associates, Inc.
Zusho, A., Pintrich, P. R.,&Cortina, K. S.(2005). Motives, goals, and adaptivepatterns of performance in Asian American and Anglo American students[J].Learning and Individual Differences,15:141-158.
高一虹、赵媛、程英、周燕.(2003).中国大学本科生英语学习动机类型[J].《现代外语》(1):29-38.
黄红安、文卫平.(2005).非英语专业本科生英语学习动机组成因素的实证研究[J].《国外外语教学》(3):30-37.
蒋京川、刘华山.(2005).中学生成就目标定向与学习策略、学业成绩的关系研究,《心理发展与教育》(2):56-61.
李昆.(2007).中国大学生英语学习动机调控研究[D](未发表的博士学位论文).
李淑静、高一虹、钱岷.(2003).研究生英语学习动机考察[J].《解放军外国语学院学报》(2):63-68.
卢敏.(2009).课堂外语学习动机研究[M].北京:中国社会科学出版社.
秦晓晴、文秋芳.(2002).非英语专业大学生学习动机的内在结构,《外语教学与研究》(1):51-58.
王家明.(2007).英语专业学生的目标倾向与学习策略的关系,《国外外语教学》(3):22-26.
王家明.(2012).英语学习中的自我概念和目标倾向对口语目标水平的预测力,《外语与外语教学》(2):36-39.
韦晓保.(2012).第二语言习得理论研究的新视角：D-C-C模式,《外语界》(6):18-27.
韦晓保.(2013).大学生二语动机自我系统与自主学习行为的关系研究,《外语与外语教学》(待刊).
张伟坚、袁立新.(2004).成就目标定向对非英语专业大学生外语学习的影响,《外语电化教学》99:21-25.
周燕、高一虹等.(2009).大学基础阶段英语学习动机的发展[J].《外语教学与研究》(2):113-118.
周燕、高一虹、臧青.(2011).大学高年级阶段英语学习动机的发展——对五所高校学生的跟踪调研[J].《外语教学与研究》(2):251-260.
Ames, C.(1992). Classrooms: goals, structure, and student motivation[J]. Journal ofEducational Psychology,84,261-271.
Ames, C.,&Archer, J.(1987). Mothers’ beliefs about the role of ability and effort inschool learning[J]. Journal of Educational Psychology,79:409-414.
Ames, C.,&Archer, J.(1988). Achievement goals in the classroom: Students’learning strategies and motivation processes[J]. Journal of EducationalPsychology,80,260-267.
Anderman, E. M.,&Maehr, M. L.(1994). Motivation and schooling in the middlegrades. Review of Educational Research,64,287-309.
Anderman, E. M.,&Wolters, C. A.(2006). Goals, values, and affect: Influences onstudent motivation[A]. In P. A. Alexander,&P. H. Winne (Eds.), Handbook ofEducational Psychology (pp.369-389). Mahwah, NJ: Lawrence Erlbaum.
Anderman, E. M.,&Young, A. J.(1994). Motivation and strategy use in science:individual differences and classroom effects[J]. Journal of Research in ScienceTeaching,31(8):811-831.
Arnold, J.,&Brown, H. D.(1999). A Map of the Terrain[A]. In Arnold, J.(Eds.),Affect in Language Learning (pp.1-24). Cambridge: Cambridge UniversityPress.
Au, S. Y.(1988). A critical appraisal of Gardner’s social-psychological theory ofsecond-language (L2) learning. Language Learning,38:75-100.
Bandura, A.(1993). Perceived self-efficacy in cognitive development andfunctioning[J]. Educational Psychologist,28,117-148.
Barron, K.,&Harackiewicz, J.(2001). Achievement goals and optimal motivation:testing multiple goal models[J]. Journal of Personality and Social Psychology,80:706-722.
Belmechri, F.,&Hummel, K.(1998). Orientations and motivation in the acquisitionof English as a second language among high school students in Quebec City.Language Learning,48(2):219-244.
Bergen, R.,&Dweck, C.(1989). The functions of personality theories[A]. In R. Wyer&T. Srull (Eds.), Advances in social cognition: Social intelligence and cognitiveassessments of personality (pp.81-92). Hillsdale, NJ: Lawrence ErlbaumAssociates, Inc.
Boekaerts, M.(2002). Motivation to learn. Educational Practice Series. Geneva:International Bureau of Education.
Brophy, J. E.(1983). Fostering student learning and motivation in the elementaryschool classroom. In S. Paris, G. Olson,&H. Stevenson (Eds.), Learning andmotivation in the classroom (pp.283-305). Hillsdale, NJ: Erlbaum.
Brophy, J. E.(1987). Synthesis of research on strategies for motivating students tolearn[J]. Educational Leadership,44:40-48.
Church, M. A., Elliot, A.,&Gable, S.(2001). Perceptions of classroom environment,achievement goals, and achievement outcomes[J]. Journal of EducationalPsychology,93:43-54.
Coulombe, D.(2000). Anxiety and beliefs of French-as-a-second-language learners atthe university level. Unpublished doctoral dissertation, University of Laval,Quebec, Canada.
Covington, M. V.(1984). Strategic thinking and the fear of failure[A]. In J. Segal, S.Chipman,&R. Glaser (Eds.), Thinking and learning skills: Relating instructionto basic research (pp.389-416). Hillsdale, NJ: Erbaulm.
Crookes, G.,&Schmidt, R. W.(1991). Motivation: Reopening the research agenda.Language Learning,42(4):469-512.
Cury, F., Elliot, A. J., Da Fonseca, D.,&Moller, A. C.(2006). The social-cognitivemodel of achievement motivation and the2×2achievement goal framework[J].Journal of Personality and Social Psychology,90:666-679.
Cury, F., Elliot, A. J., Sarrazin, P., Da Fonseca, D.,&Rufo, M.(2002). Thetrichotomous achievement goal model and intrinsic motivation: A sequentialmeditational analysis[J]. Journal of Experimental Social Psychology,38:473-481.
Duda, J. L.,&Nicholls, J. G.(1992). Dimensions of achievement motivation inschoolwork and sport[J]. Journal of Educational Psychology,84(3),290-299.
D rnyei, Z.(1990). Conceptualizing motivation in foreign language learning[J].Language Learning,40,46-78.
D rnyei, Z.(1994). Motivation and motivating in the foreign language classroom[J].Modern Language Journal,78,273-284.
D rnyei, Z.(2003). Attitudes, orientations, and motivations in language learning:advances in theory, research, and applications[J]. Language Learning,51,3-33.
D rnyei, Z.(2005). The psychology of the language learner: Individual differences insecond language acquisition[M]. Mahwah, NJ: Erlbaum.
D rnyei, Z.(2009). The L2Motivational Self System[A]. In Z. D rnyei&E. Ushioda(Eds.), Motivation, language identity and the L2self (pp.9-42). Clevedon, UK:Multilingual Matters.
D rnyei, Z., Ushioda, E.(2011). Teaching and researching motivation. Harlow:Pearson Education.
Dweck, C.(1986). Motivational processes affecting learning[J]. AmericanPsychologist,41,1040-1048.
Dweck, C. S.,&Elliot, E. S.(1983). Achievement motivation[A]. In E. M.Hetherington (Eds.), Handbook of Child Psychology. Socialization, Personality,and Social Development (pp.643-691). New York: Wiley.
Dweck, C. S.&Legget, E. L.(1988). A social-cognitive approach to motivation andpersonality[J]. Psychological Review,95,256-273.
Edwin, S. D.(1995). Increasing reflective writing and goal-setting skills on highability sixth grade mathematics students. Retrieved from ERIC database(ED392065).
Elliot, A. J.(1997). Integrating the “classic” and “contemporary” approaches toachievement motivation: A hierarchical model of approach and avoidanceachievement motivation[A]. In M. L. Maehr&P. R. Pintrich (Eds.), Advances inmotivation and achievement (pp.143-179). Greenwich, Connecticut: JAI Press.
Elliot, A. J.(1999). Approach and avoidance motivation and achievement goals[J].Educational Psychologist,34(3),169-189.
Elliot, A. J.,&Church, M. A.(1997). A hierarchical model of approach and avoidanceachievement motivation[J]. Journal of Personality and Social Psychology,72,218-232.
Elliot, E. S.,&Dweck, C. S.(1988). Goals: An approach to motivation andachievement[J]. Journal of Personality and Social Psychology,54(1),5-12.
Elliot, A. J.,&Harachiewicz, J. M.(1996). Approach and avoidance achievementgoals and intrinsic motivation: A meditational analysis[J]. Journal of Personalityand Social Psychology,70,968-980.
Elliot, A. J.,&McGregor, H.(2001). A2×2achievement goal framework[J]. Journalof Personality and Social Psychology,80:501-519.
Elliot, A. J.,&McGregor, H. A.(1999). Test anxiety and the hierarchical model ofapproach and avoidance achievement motivation[J]. Journal of Personality andSocial Psychology,76,628-644.
Elliot, A. J., McGregor, H. A.,&Gable, S.(1999). Achievement goals, studystrategies, and exam performance: A meditational analysis[J]. Journal ofEducational Psychology,91(3):549-563.
Elliot, A. J., Shell, M. M., Bouas, H. K.,&Maier, M. A.(2005). Achievement goals,performance contingencies, and performance attainment: An experimental test.Journal of Educational Psychology,97:430-640.
Ely, C. M.(1986). Language learning motivation: A descriptive and causal analysis.The Modern Language Journal,70(1):28-35.
Gardner, R. C.(1985). Social psychology and second language learning: The role ofattitudes and motivation[M]. Baltimore, M.D.: E. Arnold.
Gardner, R. C.,&Lambert, W. E.(1972). Attitudes and motivation in secondlanguage learning[M]. Rowley, MA: Newbury House.
Gardner, R. C.,&Tremblay, P. F.(1994). On motivation, research agendas, andtheoretical frameworks. The Modern Language Journal,78(3):359-368.
Geisinger, K. F.(1994). Cross-cultural normative assessment: Translation andadoption issues influencing the normative interpretation of assessmentinstruments. Psychological Assessment,6:304-312.
Graham, S.,&Golan, S.(1991). Motivational influences on cognition: Taskinvolvement, ego involvement, and depth of information processing[J]. Journalof Educational Psychology,83,187-194.
Grant, H.,&Dweck, C.(2003). Clarifying achievement goals and their impact[J].Journal of Personality and Social Psychology,85:541-553.
Green, B. A.,&Miller, R. B.(1996). Influences on achievement: goals, perceivedability, and cognitive engagement[J]. Contemporary Educational Psychology,21:181-192.
Green, J. M.,&Oxford, R. L.(1995). A closer look at learning strategies, L2proficiency, and gender[J]. TESOL Quarterly,29:261-297.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L.,&Akey, K. L.(2004).Predicting high school students’ cognitive engagement and achievement:Contributions of classroom perceptions and motivation[J]. ContemporaryEducational Psychology,29:462-482.
Gregersen, T.,&Horwitz, E. K.,(2002). Language learning and perfectionism:anxious and non-anxious language learners’ reactions to their own oralperformance[J]. The Modern Language Journal,86(4):562-570.
Griffee, D. T.,&Templi, S. A.(1997). Goal setting affects task performance.Retrieved from ERIC database (ED413782).
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T.,&Elliot, A. J.(1997).Predictors and consequences of achievement goals in the college classroom:Maintaining interest and making the grade[J]. Journal of Personality and SocialPsychology,73:1284-1295.
Harackiewicz, J. M., Barron, K. E.,&Elliot, A. J.(1998). Rethinking achievementgoals: when are they adaptive for college students and why? EducationalPsychologist,33:1-21.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J.,&Thrash, T.(2002).Revision of achievement goal theory: necessary and illuminating[J]. Journal ofEducational Psychology,94,638-645.
Harackiewicz, J. M., Barron, K. E., Tauer, J., Carter, S., Elliot, A. J.(2000).Short-term and long-term consequences of achievement goals: predicting interestand performance over time[J]. Journal of Educational Psychology,92:316-330.
He, T. H.(2004). The relations among trichotomous achievement goals, self-efficacy,and self-regulation in EFL sixth-grade classes in Taiwan. Journal of NationalTaipei Teachers College,17(1),111-134.
Henderson, V.,&Dweck, C.(1990). Motivation and achievement[A]. In S. Feldman&G. Elliott (Eds.), At the threshold: The developing adolescent (pp.308-329).Cambridge, MA: Harvard University Press.
Higgins, E. T.(1987). Self-discrepancy: A theory relating self and affect.Psychological Review,94,319-340.
Horwitz, E. K., Horwitz, M. B.,&Cope, J.,(1986). Foreign language classroomanxiety. The Modern Language Journal,70,125-132.
Jagacinski, C. M.,&Nicholls, J. G.(1990). Reducing effort to protect perceivedability:“They’d do it but I wouldn’t.”[J] Journal of Educational Psychology,83:15-21.
Kaplan, A.,&Maehr, M. L.(2007). The contributions and prospects of goalorientation theory. Educational Psychology Review,19:141-184.
Kaplan A., Middleton, M. J.,&Urdan T.,&Midgley, C.(2002). Achievement goalsand goal structures[A]. In Goals, Goal Structures, and Patterns of AdaptiveLearning (Eds.), C. Midgley (pp.21-55). Hillsdale, NJ: Erlbaum.
Kormos, J., Kiddle, T.,&Csizer, K.(2011). Systems of goals, attitudes, andself-related beliefs in second-language-learning motivation[J]. AppliedLinguistics,32(5):495-516.
Lee, F. K., Sheldon, K. M.,&Turban, D. B.(2003). Personality and the goal-strivingprocess: The influence of achievement goal patterns, goal level, and mental focuson performance and enjoyment[J]. Journal of Applied Psychology,88:256-265.
Lepper, M. R.,&Hodell, M.(1989). Intrinsic motivation in the classroom[A]. In C.Ames&R. Ames (Eds.), Research on motivation in education (pp.73-105). SanDiego, CA: Academic Press.
Linnenbrink, E. A.(2005). The dilemma of performance-approach goals: The use ofmultiple goals contexts to promote students’ motivation and learning[J]. Journalof Educational Psychology,97:197-213.
Linnenbrink, E. A.,&Pintrich, P. R.(2002). Achievement goal theory and affect: Anasymmetrical bidirectional model[J]. Educational Psychologist,37:69-78.
Locke, E. A., Shaw, K. N., Saari, L. M.,&Latham, G. P.(1981). Goal setting and taskperformance:1967-1980[J]. Psychological Bulletin,90,125-152.
Lopez, D. F.(1999). Social cognitive influences on self-regulated learning: Theimpact of action-control beliefs and academic goals on achievement-relatedoutcomes[J]. Learning and Individual Differences,11:301-309.
MacIntyre, P. D.,&Gardner, P. C.(1994). The subtle effects of language anxiety oncognitive processing in the second language. Language Learning,44,283-305.
Maehr, M. L.(1984). Meaning and motivation: Toward a theory of personalinvestment[A]. In R. Ames&C. Ames (Eds.), Research on motivation ineducation (pp.39-73). San Diego, CA: Academic Press.
Maehr, M. L.,&Midgley, C.(1996). Transforming school cultures[M]. Boulder, CO:Westview Press.
Maehr, M. L.,&Nicholls, J. G.(1980). Culture and achievement motivation: a secondlook[A]. In N. Warren (Eds.), Studies in Cross-cultural Psychology (pp.221-267).New York: Academic.
Malka, A.,&Covington, M. V.(2005). Perceiving school performance asinstrumental to future goal attainment: Effect on graded performance[J].Contemporary Educational Psychology,30:60-80.
Markus, H.,&Nurius, P.(1986). Possible selves. American Psychologist,41,954-969.
Marshall, H. H.,&Weinstein, R. S.(1984). Classroom factors affecting students’self-evaluation: An interactional model[J]. Review of Educational Research,54:301-325.
Mattern, R. A.(2005). College students’ goal orientations and achievement[J].International Journal of Teaching and Learning in Higher Education,17(1),27-32.
Meece, J. L.(1991). The classroom context and children’s motivational goals[A]. InAdvances in Achievement Motivation Research (Eds.), M. Maehr,&P. Pintrich(pp.261-285). New York: Academic.
Meece, J. L., Anderman, E. M.,&Anderman, L. H.(2006). Classroom goal structure,student motivation, and academic achievement[J]. Annual Review of Psychology,57:487-503.
Meece, J. L., Blumenfeld, P. C.,&Hoyle, R. H.(1988). Students’ goal orientationsand cognitive engagement in classroom activities[J]. Journal of EducationalPsychology,80,514-523.
Meece, J. L.,&Holt, K.(1993). A pattern analysis of students’ achievement goals[J].Journal of Educational Psychology,85(4),582-590.
Meece, J. L.,&Miller, S. D.(2001). A longitudinal analysis of elementary schoolstudents’ achievement goals in literacy activities[J]. Contemporary EducationalPsychology,26:454-480.
Middleton, M. J.,&Midgley, C.(1997). Avoiding the demonstration of lack of ability:An underexplored aspect of goal theory[J]. Journal of Educational Psychology,89(4),710-718.
Midgley, C.(2002). Goals, Goal Structures, and Patterns of Adaptive Learning[M].Hillsdale, NJ: Erlbaum.
Midgley, C., Anderman, E. M.,&Hicks, L.(1995). Differences between elementaryand middle school teachers and students: A goal theory approach[J]. Journal ofEarly Adolescence,15,90-113.
Midgley, C., Kaplan, A.,&Middleton, M. J.(2001). Performance-approach goals:good for what, for whom, under what circumstances, and at what cost?[J].Journal of Educational Psychology,93,77-86.
Midgley, C., Kaplan, A., Middleton, M. J., Maehr, M. L., Urdan, T., Anderman, L. H.,Anderman, E. M.,&Roeser, R.(1998). The development and validation ofscales assessing students’ achievement goal orientations[J]. ContemporaryEducational Psychology,23:113-131.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E. M., Anderman, L. H.,Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J.,Roeser, R.,&Urdan, T.(2000). Manual for the patterns of adaptive learningscales (PALS). Ann Arbor, MI: University of Michigan.
Midgley, C.,&Urdan, T.(2001). Academic self-handicapping and achievement goals:A further examination[J]. Contemporary Educational Psychology,26:61-75.
Miller, R., Greene, B., Montalvo, G., Ravindran, B.,&Nichols, J.(1996).Engagement in academic work: the role of learning goals, future consequences,pleasing others, and perceived ability[J]. Contemporary Educational Psychology,21:388-422.
Moeller, A. J., Theiler, J. M.,&Wu, C. R.(2012). Goal setting and studentachievement: A longitudinal study[J]. The Modern Language Journal,96,153-169.
Moriarity, J., Ravelonis, K., Pellouchoud, D.,&Wilson, J.(2001). Increasing studentmotivation through the use of instructional strategies. Retrieved from ERICdatabase (ED455962).
Nicholls, J. G.(1984). Achievement motivation: Conceptions of ability, subjectiveexperience, task choice, and performance[J]. Psychological Review,91,328-346.
Nicholls, J. G.(1989). The competitive ethos and democratic education[M].Cambridge, MA: Harvard University Press.
Noels, K. A.(2003). Learning Spanish as a second language: learners’ orientationsand perceptions of their teachers’ communication style[A]. In D rnyei, Z.(Eds.),Attitudes, Orientations, and Motivations in Language Learning (pp.97-136).Blackwell, Oxford.
Noels, K. A., Clement, R.,&Pelletier, L. G.(1999). Perceptions of teachers’communicative style and students’ intrinsic and extrinsic motivation[J]. TheModern Language Journal,83:23-34.
Nolen, S. B.(1988). Reasons for studying: motivational orientations and studystrategies[J]. Cognition and Instruction,5:269-287.
Nolen, S. B.(2001). Learning environment, motivation, and achievement in highschool sicence[J]. Journal of Research in Science Teaching,40:347-368.
Nolen, S. B.,&Haladyna, T. M.(1990). Personal and environmental influences onstudents’ beliefs about effective study strategies[J]. Contemporary EducationalPsychology,15,116-130.
Okada, M., Oxford, R. L.,&Abo, S.(1996). Not all alike: Motivation and learningstrategies among students of Japanese and Spanish in an exploratory study[A]. InR. Oxford (Eds.), Language learning motivation: Pathways to the new century(pp.105-119). Honolulu, HI: Second Language Teaching&Curriculum Centre,University of Hawaii.
Oxford, R.(1990). Language Learning Strategies: What Every Teacher ShouldKnow[M]. Boston: Heinle&Heinle.
Oxford, R.,&Nyikos, M.(1989). Variables affecting choice of language learningstrategies by university students[J]. The Modern Language Journal,73(3):291-300.
Oxford, R. L.,&Shearin, J.(1994). Language learning motivation: Expanding thetheoretical framework[J]. Modern Language Journal,78,12-28.
Oxford, R. L.,&Shearin, J.(1996). Language learning motivation in a new key[A].In Oxford, R. L.(Eds.), Language learning motivation: Pathways to the newcentury (pp.155-187). Honolulu: University of Hawaii Press.
Pajares, F.,&Cheong, Y. F.(2004). Achievement goal orientations in writing: Adevelopment perspective[J]. International Journal of Educational Research,39:437-455.
Papi, M.(2010). The L2motivational self system, L2anxiety, and motivated behavior:A structural equation modeling approach[J]. System,38:467-479.
Papi, M.,&Abdollahzadeh, E.(2012). Teacher motivational practice, studentmotivation, and possible L2selves: An examination in the Iranian EFL context[J].Language Learning,62(2):571-594.
Pekrun, R., Elliot, A. J.&Maier, M. A.(2009). Achievement goals and achievementemotions: Testing a model of their joint relations with academic performance[J].Journal of Educational Psychology,101(1):115-135.
Pintrich, P. R.(2000). Multiple goals, multiple pathways: the role of goal orientationin learning and achievement[J]. Journal of Educational Psychology,92:544-555.
Pintrich, P. R.,&Groot, E. V.(1990). Motivational and self-regulated learningcomponents of classroom academic performance. Journal of EducationalPsychology,82(1):33-40.
Pintrich, P. R.,&Schunk, D.H.(1996). Motivation in education[M]. EnglewoodCliffs, NJ: Prentice Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T.,&McKeachie, W. J.(1991). A Manual forthe Use of the Motivated Strategies for Learning Questionnaire (MSLQ). AnnArbor, MI: National Centre for Research to Improve Postsecondary Teaching andLearning.
Radosevich, D. J., Vaidyanathan, V. T., Yeo, S.,&Radosevich, D. M.(2004). Relatinggoal orientation to self-regulatory processes: a longitudinal field test[J].Contemporary Educational Psychology,29:207-229.
Ramage, K.(1990). Motivational factors and persistence in foreign language study[J].Language Learning,30:189-211.
Saito, Y.,&Samimy, K.(1996). Foreign language anxiety and language performance:a study of learner anxiety in beginning, intermediate, and advanced-level collegestudents of Japanese[J]. Foreign Language Annals,29:239-251.
Schiefele, U.(1991). Interest, learning, and motivation[J]. Educational Psychologist,26,299-323.
Schmidt, R.,&Watanable, Y.(2001). Motivation, strategy use, and pedagogicalpreferences in foreign language learning. In Z. Dornyei&R. Schmidt (Eds.),Motivation and second language acquisition (pp.313-359). Honolulu: Universityof Hawaii University.
Schunk, D. H.(2003). Self-efficacy for reading and writing: Influence of modeling,goal setting, and self-evaluation[J]. Reading and Writing Quarterly,19,159-172.
Schunk, D. H., Pintrich, P. R.,&Meece, J. L.(2008). Motivation in education: Theory,research and applications[M]. NJ: Merrill-Prentice Hall.
Schunk, D. H.,&Zimmerman, B. J.(1994). Self-regulation of learning andperformance: Issues and educational applications. Hillsdale, NJ: LawrenceErlbaum Associates, Inc.
Schraw, G., Horn, C., Thorndike-Christ, T.,&Bruning, R.(1995). Academic goalorientations and student classroom achievement[J]. Contemporary EducationalPsychology,20,359-368.
Senko, C.,&Harackiewicz, J. M.(2005). Regulation of achievement goals: The roleof competence feedback[J]. Journal of Educational Psychology,97:320-336.
Sideridis, G. D.(2005). Performance approach-avoidance motivation and plannedbehavior theory: Model stability with Greek students with and without learningdisabilities[J]. Reading and Writing Quarterly,21:331-359.
Shih, S. S.(2005). Role of achievement goals in children’s learning in Taiwan[J].Journal of Educational Research,98:310-319.
Skaalvik, E. M.(1997). Self-enhancing and self-debating ego orientation: Relationswith task and avoidance orientation, achievement, self-perceptions, andanxiety[J]. Journal of Educational Psychology,89(1),71-81.
Stipek, D. J.(1996). Motivation and instruction[A]. In D. C. Berliner,&R. C. Calfee(Eds.), Handbook of educational psychology (pp.85-113). New York:Macmillan.
Stipek, D. J.,&Kowalski, P.(1989). Learned helplessness in task-orienting versusperformance-orienting testing conditions[J]. Journal of Educational Psychology,81:384-391.
Sullivan, H. W., Worth, K. A., Baldwin, A. S.,&Rothman, A. J.(2006). The effect ofapproach and avoidance referents on academic outcomes: A test of competingpredictions[J]. Motivation and Emotion,30:156-163.
Taguchi, T., M. Magid,&M. Papi.(2009). The L2motivational self system amongJapanese, Chinese and Iranian learners of English: A comparative study[A]. InD rnyei, Z&E. Ushioda (Eds.), Motivation, Language Identity and the L2Self(pp.66-97). Multilingual Matters.
Tanaka, A., Takehara, T.,&Yamauchi, H.(2006). Achievement goals in a presentationtask: Performance expectancy, achievement goals, state anxiety, and taskperformance. Learning and Individual Differences,16:93-99.
Tanaka, A.,&Yamauchi, H.(2000). Causal models of achievement motive, goalorientation, intrinsic interest, and academic achievement in classroom[J].Shinrigaku Kenkyu: Japanese Journal of Psychology,71:317-324.
Tanaka, A.,&Yamauchi, H.(2001). A model for achievement motives, goalorientations, intrinsic interest, and academic achievement[J]. PsychologicalReports,88:123-135.
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M. Q.,&Anderman, E.(2002). Theclassroom environment and students’ reports of avoidance strategies inmathematics: a multi-method study[J]. Journal of Educational Psychology,94:88-106.
Urdan, T.(2004). Predictors of academic self-handicapping and achievement:examining achievement goals, classroom goal structures, and culture[J]. Journalof Educational Psychology,96:251-264.
Urdan, T., Ryan, A. M., Anderman, E. M.,&Gheen, M. H.(2002). Goals, goalstructures, and avoidance behaviors[A]. In C. Midgley (Eds.), Goals, goalstructure and pattern of adaptive learning (pp.55-83). Mahwah, NJ: LawrenceErlbaum Associates.
Urdan, T., Midgley, C.,&Anderman, E. M.(1998). The role of classroom goalstructure in students’ use of self-handicapping strategies. American EducationalResearch Journal,35,101-122.
Ushioda, E.(2001). Language learning at university: exploring the role ofmotivational thinking. In D rnyei, Z., Schmidt, R.(Eds.), Motivation and SecondLanguage Acquisition (pp.91-124). Honolulu, HI: University of Hawaii Press.
Wentzel, K. R.(1991). Social competence at school: Relationship of socialresponsibility and academic achievement[J]. Review of Educational Research,61,1-24.
Williams, M.,&Burden, R.(1997). Psychology for language teachers[M].Cambridge: Cambridge University Press.
Wolters, C.(2003). Regulation of motivation: Evaluating an underemphasized aspectof self-regulated learning. Educational Psychologist,38(4),189-205.
Wolters, C.(2004). Advancing achievement goal theory: using goal structures andgoal orientations to predict students’ motivation, cognition, and achievement[J].Journal of Educational Psychology,96:236-250.
Wolters, C.,&Rosenthal, H.(2000). The relation between students’ motivationalbeliefs and attitudes and their use of motivational regulation strategies[J].International Journal of Educational Research,33:801-820.
Wolters, C., Yu, S.,&Pintrich, P.(1996). The relation between goal orientation andstudents’ motivational beliefs and self-regulated learning[J]. Learning andIndividual Differences,8:211-238.
Yang, N.(1998). Exploring a new role for teachers: Promoting learner autonomy[J].System,26,127-135.
Zammit, S. A.(1993). Motivation, test results, gender differences, and foreignlanguages: How do they connect? Paper presented at the Annual Meeting of theLanguage Testing Research Colloquium.
Zimmerman, B. J.,&Martinez-Pons, M.(1992). Perceptions of efficacy and strategyuse in the self-regulation of learning[A]. In D. H. Schunk,&J. L. Meece (Eds.),Student perceptions in the classroom (pp.185-207). Hillsdale, NJ: LawrenceErlbaum Associates, Inc.
Zusho, A., Pintrich, P. R.,&Cortina, K. S.(2005). Motives, goals, and adaptivepatterns of performance in Asian American and Anglo American students[J].Learning and Individual Differences,15:141-158.
高一虹、赵媛、程英、周燕.(2003).中国大学本科生英语学习动机类型[J].《现代外语》(1):29-38.
黄红安、文卫平.(2005).非英语专业本科生英语学习动机组成因素的实证研究[J].《国外外语教学》(3):30-37.
蒋京川、刘华山.(2005).中学生成就目标定向与学习策略、学业成绩的关系研究,《心理发展与教育》(2):56-61.
李昆.(2007).中国大学生英语学习动机调控研究[D](未发表的博士学位论文).
李淑静、高一虹、钱岷.(2003).研究生英语学习动机考察[J].《解放军外国语学院学报》(2):63-68.
卢敏.(2009).课堂外语学习动机研究[M].北京:中国社会科学出版社.
秦晓晴、文秋芳.(2002).非英语专业大学生学习动机的内在结构,《外语教学与研究》(1):51-58.
王家明.(2007).英语专业学生的目标倾向与学习策略的关系,《国外外语教学》(3):22-26.
王家明.(2012).英语学习中的自我概念和目标倾向对口语目标水平的预测力,《外语与外语教学》(2):36-39.
韦晓保.(2012).第二语言习得理论研究的新视角：D-C-C模式,《外语界》(6):18-27.
韦晓保.(2013).大学生二语动机自我系统与自主学习行为的关系研究,《外语与外语教学》(待刊).
张伟坚、袁立新.(2004).成就目标定向对非英语专业大学生外语学习的影响,《外语电化教学》99:21-25.
周燕、高一虹等.(2009).大学基础阶段英语学习动机的发展[J].《外语教学与研究》(2):113-118.
周燕、高一虹、臧青.(2011).大学高年级阶段英语学习动机的发展——对五所高校学生的跟踪调研[J].《外语教学与研究》(2):251-260.