成就目标定向与班级动机氛围、学习策略、学业成绩的关系研究
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摘要
研究有效学习的影响因素和内在机制，一直是国内外教育心理学家感兴趣的课题。成就目标定向理论在社会认知的框架中，整合了曾经分离的动机和认知研究，它在更微观的层面上加深了我们对学习内在机制的理解。但这一领域的纵深研究90年代以后才铺开，历时并不长，因此尚有不少问题有待深入，比如环境氛围与个体的目标定向存在怎样的关系?成绩定向是否导致消极的学习结果?随着年级增长，学生是否越来越多地采取成绩定向?拥有多元目标观的学生其成绩是否优于单一目标观的学生?等等。
本研究采用问卷调查法，使用翻译修订的“成就目标定向”和“学习策略”问卷以及自编的“班级动机氛围”问卷，经过问卷评估、预测与修改、正式施测、数据整理与统计分析等阶段，于2003年11月至2004年5月完成对武汉市第26中学、马房山中学和武汉市旅游学校初一、高二两个年级8个班学生的研究。采用相关分析、多元方差分析等方法，考察了成就目标定向与班级动机氛围、学习策略、学业成绩的关系。研究结果显示：
1 班级动机氛围确实是影响个人成就目标定向的因素之一：如果环境强调掌握和努力，则个体倾向于采取掌握目标定向；如果环境强调成绩和能力比较，则个体倾向于采取成绩接近或成绩回避定向。
2 掌握目标与深加工和元认知策略相关显著，成绩接近目标与三种学习策略都呈显著相关，成绩回避目标只与浅表策略显著相关。
3 掌握目标和成绩接近目标有助于学生的学业成绩，而成绩回避目标不利于取得良好成绩。
4 变量间存在年级和性别差异。表现为：高二比初一更强调成绩氛围，而掌握氛围明显下降；随着年级的升高，成绩接近目标和掌握目标显著下降，个体采取深加工和元认知策略的水平也下降；女生比男生更多知觉到成绩氛围，男生比女生更多采取掌握目标和元认知策略。
5 多元回归研究表明，成绩接近目标对学习成绩具有显著的、积极的预测作用，成绩回避目标是学习成绩显著的、消极的预测源，掌握目标对学习成绩的预测作用不显著；成绩接近目标是浅表策略的积极预测源，掌握目标和成绩接近目标是深加工和元认知策略的积极预测源。
6 多元目标组比单一目标组的学生更多地使用深加工和元认知策略，但多元目标组并不必然比单一目标组的成绩好。
7 普高比职高更加强调成绩氛围，职高学生采取成绩回避目标明显高于普中学生。
The research about efficient learning' impact factor and inter procedure is a hot field which educational psychologists are interested in.The theory of achievement goal orientation, which integrates motivation research and cognition research that were once separate from each other, is now becoming the outstanding representative of social cognitive theory in the field of motivation, and has deepened our understand of learning* inter procedure in micro-concept as well. However, the history of this research field is only ten years or so, existing many issuses which need explore deeply, such as what the relation between motivation climate and goal orientation is, whether performance orientation leads to passive learning effect, whether more and more students use performance orientation with age old, whether the performance of the students who hold multi-goals is better than that of the students who hold only one goals, and so on.
Questionnaire method and three questionnaires have been applied in this research, including two translation questionnaires "achievement goal orientation questionnaire" , "learning strategy questionnaire" , and self-compiled "class motivation climate questionnaire" . This survey consists of four stages which is item evaluation, pretesting, test and statistical analysis, had researched eight classes of 7th grade and 11th grade in three middle schools. We have used methods of Correlation analysis and Multivariate analysis of variance in order to explore the relations between achievement goal orientation and class motivation climate, learning strategy, academic performance. The findings indicate that:
1. Class motivation climate is indeed one of influences factors on achievement goal orientation: If environment emphasizes master and endeavor, students attend to use master goal orientation. In contrary, If environment emphasizes performance and capacity, students attend to use performance approach goal or performance avoidance goal.
2. While master goal orientation and performance approach goal can enhance students' achievement, performance avoidance goal obstacles to obtain good achievement. This fact indicates that the distinguish
between performance approach goal and performance avoidance goal is visiable.
3. The correlation relationship between master goal orientation and deep cognitive strategies, metacognitive strategies is significant. Same significant correlations exist between performance approach goal and three learning strategies, between performance avoidance goal and surface cognitive strategies.
4. Grade and gender difference among research variances are found. At first, the 11th grade emphasizes more performance motivation climate than the 7th grade, while master motivation climate obviously decreases from 7th grade to 11th grade. With grade ascending, performance approach goal and master goal obviously decreases. In the same time, deep cognitive strategies and metacognitive strategies also decreases. Secondly, female students percept more.performance motivation climate than male students, male students hold more master goal than female students. On learning strategies, female students use more surface cognitive strategies, while male students use more metacognitive strategies.
5.Those students who hold multi-goals use more deep cognitive strategies and metacognitive strategies, but multi-goals has not certainly correlation with good achievement.
6. Normal high school emphasizes more performance motivation climate than professional high school. Moreover, the students in professional high school who hold performance avoidance goal are more than that of normal high school.
本研究采用问卷调查法，使用翻译修订的“成就目标定向”和“学习策略”问卷以及自编的“班级动机氛围”问卷，经过问卷评估、预测与修改、正式施测、数据整理与统计分析等阶段，于2003年11月至2004年5月完成对武汉市第26中学、马房山中学和武汉市旅游学校初一、高二两个年级8个班学生的研究。采用相关分析、多元方差分析等方法，考察了成就目标定向与班级动机氛围、学习策略、学业成绩的关系。研究结果显示：
1 班级动机氛围确实是影响个人成就目标定向的因素之一：如果环境强调掌握和努力，则个体倾向于采取掌握目标定向；如果环境强调成绩和能力比较，则个体倾向于采取成绩接近或成绩回避定向。
2 掌握目标与深加工和元认知策略相关显著，成绩接近目标与三种学习策略都呈显著相关，成绩回避目标只与浅表策略显著相关。
3 掌握目标和成绩接近目标有助于学生的学业成绩，而成绩回避目标不利于取得良好成绩。
4 变量间存在年级和性别差异。表现为：高二比初一更强调成绩氛围，而掌握氛围明显下降；随着年级的升高，成绩接近目标和掌握目标显著下降，个体采取深加工和元认知策略的水平也下降；女生比男生更多知觉到成绩氛围，男生比女生更多采取掌握目标和元认知策略。
5 多元回归研究表明，成绩接近目标对学习成绩具有显著的、积极的预测作用，成绩回避目标是学习成绩显著的、消极的预测源，掌握目标对学习成绩的预测作用不显著；成绩接近目标是浅表策略的积极预测源，掌握目标和成绩接近目标是深加工和元认知策略的积极预测源。
6 多元目标组比单一目标组的学生更多地使用深加工和元认知策略，但多元目标组并不必然比单一目标组的成绩好。
7 普高比职高更加强调成绩氛围，职高学生采取成绩回避目标明显高于普中学生。
The research about efficient learning' impact factor and inter procedure is a hot field which educational psychologists are interested in.The theory of achievement goal orientation, which integrates motivation research and cognition research that were once separate from each other, is now becoming the outstanding representative of social cognitive theory in the field of motivation, and has deepened our understand of learning* inter procedure in micro-concept as well. However, the history of this research field is only ten years or so, existing many issuses which need explore deeply, such as what the relation between motivation climate and goal orientation is, whether performance orientation leads to passive learning effect, whether more and more students use performance orientation with age old, whether the performance of the students who hold multi-goals is better than that of the students who hold only one goals, and so on.
Questionnaire method and three questionnaires have been applied in this research, including two translation questionnaires "achievement goal orientation questionnaire" , "learning strategy questionnaire" , and self-compiled "class motivation climate questionnaire" . This survey consists of four stages which is item evaluation, pretesting, test and statistical analysis, had researched eight classes of 7th grade and 11th grade in three middle schools. We have used methods of Correlation analysis and Multivariate analysis of variance in order to explore the relations between achievement goal orientation and class motivation climate, learning strategy, academic performance. The findings indicate that:
1. Class motivation climate is indeed one of influences factors on achievement goal orientation: If environment emphasizes master and endeavor, students attend to use master goal orientation. In contrary, If environment emphasizes performance and capacity, students attend to use performance approach goal or performance avoidance goal.
2. While master goal orientation and performance approach goal can enhance students' achievement, performance avoidance goal obstacles to obtain good achievement. This fact indicates that the distinguish
between performance approach goal and performance avoidance goal is visiable.
3. The correlation relationship between master goal orientation and deep cognitive strategies, metacognitive strategies is significant. Same significant correlations exist between performance approach goal and three learning strategies, between performance avoidance goal and surface cognitive strategies.
4. Grade and gender difference among research variances are found. At first, the 11th grade emphasizes more performance motivation climate than the 7th grade, while master motivation climate obviously decreases from 7th grade to 11th grade. With grade ascending, performance approach goal and master goal obviously decreases. In the same time, deep cognitive strategies and metacognitive strategies also decreases. Secondly, female students percept more.performance motivation climate than male students, male students hold more master goal than female students. On learning strategies, female students use more surface cognitive strategies, while male students use more metacognitive strategies.
5.Those students who hold multi-goals use more deep cognitive strategies and metacognitive strategies, but multi-goals has not certainly correlation with good achievement.
6. Normal high school emphasizes more performance motivation climate than professional high school. Moreover, the students in professional high school who hold performance avoidance goal are more than that of normal high school.
引文
阿瑟·S·雷伯．心理学大词典．上海译文出版社，1987：213
L．A．珀文著，周榕等译．人格科学．上海：华东师范大学出版社，2001：137-138
范琳，范玫．国外学习策略研究探微．山东师大外国语学院学报，2001，2：98-101
方媛、祝蓓里．初中生对体育课堂动机气氛的认知与内部动机、自我效能及体育成绩的关系．心理科学，2000，2，236-237
郭德俊．目标结构与学习动机．心理科学，1994，6：340-345
江光荣．班级社会生态环境研究．武汉：华中师范大学出版社，2002：54-55
李萌．童年中期儿童社会能力与学业成就的关系研究(硕士论文)，2002：9
李燕平、郭德俊．课堂环境目标影响学生成就目标的实验研究．心理发展与教育，2002，4：56-60
李燕平．成就目标形成机制及动机行为模式的研究(博士论文)，2001：14，6，56-58
雷雳、汪玲．目标定向在自我调节学习中的作用．心理学报，2001，33(4)：349—353
刘加霞，辛涛，黄高庆，申继亮．中学生学习动机、学习策略与学业成绩的关系研究．教育理论与实践．2000，20(9)：54-58
马庆霞、郭德俊．掌握目标与成就目标对中学生动机模式的影响．北京师范大学学报(社会科学版)，1996，1：14-21
孟慧，倪婕．目标定向与反馈寻求及绩效的关系研究综述．心理科学，2002，25(4)：457—460
史耀芳．二十世纪国内外学习策略研究概述．心理科学，2001，24(5)：586—590
时勘，王文忠，孙健，Martin Maehr．学生适应性动机模型的初步研究．心理发展与教育，1995，1：8—13
王雁飞．关于成就目标定向研究的综述．广州师院学报(社会科学版)，1999，20(3)：51
徐方忠，朱祖祥．目标倾向与自我调节活动及绩效的关系研究综述．应用心理学，2000，6(1)：39-43
张亚玲，郭德俊．学习策略教学对学习动机的影响研究．心理科学，2001，24(3)：352-353
Abduloader, A(20001).The relationships among achievement, goal orientation, and study strategies. Social Behavior and Personality, 29(8):823—832
Ames, C.& Archer. J(1988).Achievement goals in classroom:Students' learning strategies and motivation processes. Journal of Educational Psychology, 80:260--26?
Anderman, E.M & Midgley, C. Changes in achievement goal orientations, perceived academic competence, and grade across the transition to middle-level schools. Contemporary Educational Psychology, 1997,22:269-298
Anderman, J.H. & Anderman, E.M(1999).Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25:21-37
Barker, K.h.,McInerney, D.M.& Dowson, M(2OO2).Performance approach, performance avoidance and depth of information processing:A fresh look at relations between students' academic motivation and cognition. Educational Psychology, 22(5):572
Brunel, P.C. (1999).Relationship between achievement goal orientation and perceived motivational climate on intrinsic motivation. Medicine & Science in Sports, 9:365-3?4
Benton Hartley, S.E(1992).Metacognitive behavior in good and poor reader. Dissertation Abstracts International. In Doctoral dissertation University of Waterloo, 52(2):444
Elliot, A. J.& Church, M.A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social
Psychology, 1997,72:218-232
Elliot, A. J.,Harackiewicz, J. M. & Barron, K.E(1998). Rethinking achievement goals:when are they adaptive for college students and why. Educational Psychologist, 33(1):1-21
Graham, S. & Golan, S(1991).Motivational influences on cognition:Tsak involvement, ego involvement, and depth of information processing. Journal of Educational psychology, 83:187-194
Kaplan. A. & Maehr, M. Achievement goal and student well-being. Contemporary Educational Psychology, 1999, 24:330-358
Meece, J.L.,Blumenfeld, P.C.& Hoyle, R.H(1988).Students' goal orientations and cognitive engagement in classroom activities. Journal of Educationaol Psychology, 80:514—523
Minna Puustinen & Lea Pulkkinen(2001).Models of self—regulated learning:a review. Journal of Educational Research, 45(3):269—287
Nolen, S.B & Haladyna, T.M(1990).Motivation and studying in high school science. Journal of Research in Science Teaching, 27(2):115-126
Pintrich, P.R.& Garcia. T(1991).Student goal orientation and self—regulation in the college classroom. In Maehr, M.L. &Pintrich, P.R. (Eds.).Advances in motivation and achievement:goals and self—regulatory processes. Greenwich, CT:JAI Press, 7:371-402
Pintrich, P.R. et al(1999).The differential impact of extrinsic and mastery goal orientation males' and females' self—regulated learning. Learning and Individual Differences, 11:153—172
Pintrich, P.R. (2000).An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25:92-104
Roeser, R.W.,Midgley, C.& Urdan, T.C(1996).Perceptions of the school
psychological environment and early adolescents' psychological and behavioral functioning in school:the mediating role of goals and belonging. Journal of Educational Psychology, 88:408-422
Urdan, T.C. & Maehr, M.L. Beyond a two-goal theory of motivation and achievement:a case for social goals. Review of Educational Research, 1995,65:213-243
Yesim Somuncuoglu & Ali Yildirim(1999).Relationship between achievement goal orientation and use of learning strategies. The Journal of Educational Research, 92(5):267--277
L．A．珀文著，周榕等译．人格科学．上海：华东师范大学出版社，2001：137-138
范琳，范玫．国外学习策略研究探微．山东师大外国语学院学报，2001，2：98-101
方媛、祝蓓里．初中生对体育课堂动机气氛的认知与内部动机、自我效能及体育成绩的关系．心理科学，2000，2，236-237
郭德俊．目标结构与学习动机．心理科学，1994，6：340-345
江光荣．班级社会生态环境研究．武汉：华中师范大学出版社，2002：54-55
李萌．童年中期儿童社会能力与学业成就的关系研究(硕士论文)，2002：9
李燕平、郭德俊．课堂环境目标影响学生成就目标的实验研究．心理发展与教育，2002，4：56-60
李燕平．成就目标形成机制及动机行为模式的研究(博士论文)，2001：14，6，56-58
雷雳、汪玲．目标定向在自我调节学习中的作用．心理学报，2001，33(4)：349—353
刘加霞，辛涛，黄高庆，申继亮．中学生学习动机、学习策略与学业成绩的关系研究．教育理论与实践．2000，20(9)：54-58
马庆霞、郭德俊．掌握目标与成就目标对中学生动机模式的影响．北京师范大学学报(社会科学版)，1996，1：14-21
孟慧，倪婕．目标定向与反馈寻求及绩效的关系研究综述．心理科学，2002，25(4)：457—460
史耀芳．二十世纪国内外学习策略研究概述．心理科学，2001，24(5)：586—590
时勘，王文忠，孙健，Martin Maehr．学生适应性动机模型的初步研究．心理发展与教育，1995，1：8—13
王雁飞．关于成就目标定向研究的综述．广州师院学报(社会科学版)，1999，20(3)：51
徐方忠，朱祖祥．目标倾向与自我调节活动及绩效的关系研究综述．应用心理学，2000，6(1)：39-43
张亚玲，郭德俊．学习策略教学对学习动机的影响研究．心理科学，2001，24(3)：352-353
Abduloader, A(20001).The relationships among achievement, goal orientation, and study strategies. Social Behavior and Personality, 29(8):823—832
Ames, C.& Archer. J(1988).Achievement goals in classroom:Students' learning strategies and motivation processes. Journal of Educational Psychology, 80:260--26?
Anderman, E.M & Midgley, C. Changes in achievement goal orientations, perceived academic competence, and grade across the transition to middle-level schools. Contemporary Educational Psychology, 1997,22:269-298
Anderman, J.H. & Anderman, E.M(1999).Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25:21-37
Barker, K.h.,McInerney, D.M.& Dowson, M(2OO2).Performance approach, performance avoidance and depth of information processing:A fresh look at relations between students' academic motivation and cognition. Educational Psychology, 22(5):572
Brunel, P.C. (1999).Relationship between achievement goal orientation and perceived motivational climate on intrinsic motivation. Medicine & Science in Sports, 9:365-3?4
Benton Hartley, S.E(1992).Metacognitive behavior in good and poor reader. Dissertation Abstracts International. In Doctoral dissertation University of Waterloo, 52(2):444
Elliot, A. J.& Church, M.A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social
Psychology, 1997,72:218-232
Elliot, A. J.,Harackiewicz, J. M. & Barron, K.E(1998). Rethinking achievement goals:when are they adaptive for college students and why. Educational Psychologist, 33(1):1-21
Graham, S. & Golan, S(1991).Motivational influences on cognition:Tsak involvement, ego involvement, and depth of information processing. Journal of Educational psychology, 83:187-194
Kaplan. A. & Maehr, M. Achievement goal and student well-being. Contemporary Educational Psychology, 1999, 24:330-358
Meece, J.L.,Blumenfeld, P.C.& Hoyle, R.H(1988).Students' goal orientations and cognitive engagement in classroom activities. Journal of Educationaol Psychology, 80:514—523
Minna Puustinen & Lea Pulkkinen(2001).Models of self—regulated learning:a review. Journal of Educational Research, 45(3):269—287
Nolen, S.B & Haladyna, T.M(1990).Motivation and studying in high school science. Journal of Research in Science Teaching, 27(2):115-126
Pintrich, P.R.& Garcia. T(1991).Student goal orientation and self—regulation in the college classroom. In Maehr, M.L. &Pintrich, P.R. (Eds.).Advances in motivation and achievement:goals and self—regulatory processes. Greenwich, CT:JAI Press, 7:371-402
Pintrich, P.R. et al(1999).The differential impact of extrinsic and mastery goal orientation males' and females' self—regulated learning. Learning and Individual Differences, 11:153—172
Pintrich, P.R. (2000).An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25:92-104
Roeser, R.W.,Midgley, C.& Urdan, T.C(1996).Perceptions of the school
psychological environment and early adolescents' psychological and behavioral functioning in school:the mediating role of goals and belonging. Journal of Educational Psychology, 88:408-422
Urdan, T.C. & Maehr, M.L. Beyond a two-goal theory of motivation and achievement:a case for social goals. Review of Educational Research, 1995,65:213-243
Yesim Somuncuoglu & Ali Yildirim(1999).Relationship between achievement goal orientation and use of learning strategies. The Journal of Educational Research, 92(5):267--277