初中生成就目标、学习策略与学业成绩的研究
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摘要
20世纪60年代以来，随着认知心理学的兴起，心理学家们开始从社会认知的角度来解释说明个体的成就动机和成就行为。动机的社会认知理论包括归因理论、自我效能理论、能力知觉理论及成就目标理论等， 而对于成就目标的研究是这一领域中一个非常引人注目的课题。在教会学生学习，教会学生思考受到世界各国普遍重视的背景下，学习策略的研究也倍受心理学家的关注，20世纪90年代以来，学习策略已成为我国教育心理学领域的一个热点课题。在学校里，对于学生来讲，最重要的学习是学会学习，要学会学习，就得拥有一定的学习策略；对于教师来讲，设法提高学生的学习策略水平，把学生培养成为真正能够独立学习的人，也是教学工作的一个重要任务。
成就目标理论是成就动机研究的前沿课题，是目标设置研究的延伸。所谓成就目标是指个体对参与某一成就任务的目的或原因的知觉以及个体对目标达成的评价。学习策略是指在学习情景中，学习者对学习任务的认识、对学习方法的调用和对学习过程的调控。
许多研究探讨了成就目标、学习策略的发展状况以及成就目标、学习策略与学业成绩的关系问题。但就国内已有的研究而言，成就目标的测量多采用二分结构的问卷，被试也多为城市学生，在研究成就目标、学习策略与学业成绩的关系时，只是从相关分析、回归分析、路径分析去考察掌握目标或成绩目标的单一作用，而很少去考察掌握目标和成绩目标的共同效应。因此，本文在前人研究的基础上，综合运用了文献资料法、问卷调查法、访谈法和个案分析法，选取了河南某县县城和农村的395名初中生为被试，以成就目标定向问卷和学习策略量表为调查工具，分析讨论了成就目标、学习策略的发展问题以及成就目标、学习策略与学业成绩的关系问题。结果发现：
1、初中生成就目标存在性别差异，女生的掌握目标高于男生，男生的成绩接近目标和成绩回避目标高于女生。掌握目标和成绩回避目标存在年级差异，掌握目标的发展趋势呈现“V”字形，成绩回避目标的发展趋势呈现倒“V”字形。掌握目标为初中生的主导目标。初中生在成绩回避目标和学习策略上存在城乡差
异。
2、掌握目标与学习策略的各因子及学习策略的总分存在极显著的正相关，成绩接近目标与社会性策略显著正相关，而成绩回避目标与学习策略的各因子及学习策略的总分都呈较微弱的负相关。掌握目标和成绩接近目标与语、数、外三科成绩及其总分显著正相关。成绩回避目标与学业成绩均呈微弱的负相关。学习策略的总分及其各因子都同学业成绩呈极显著的正相关。
3、学习策略和成绩接近目标与学业成绩之间存在线性关系，其决定系数达到了0.242。掌握目标和学习策略存在线性关系，其决定系数达到了0.361。掌握目标通过学习策略间接影响学业成绩。
4、不同成绩组之间，除成绩回避目标外，成就目标和学习策略的各个维度都存在显著差异。
5、高掌握/低成绩目标组和高掌握/高成绩目标组在学习策略和学业成绩上不存在明显差异，但两组在学习策略和学业成绩上均显著高于低掌握目标组。
根据研究结果，论文提出了加强成就目标和学习策略教育的建议。
Since the 1960's, with the rising of cognitive psychology, psychologists have begun to explain the individual achievement motivation and achievement behavior from social cognitive perspective. The social cognitive theory about motivation consists of attribution theory, self-efficacy theory, perceived ability theory and achievement goals theory, and the study of the achievement goals theory has become a noticeable subject. Against the background that many countries all over the world pay much attention to teaching students how to study and think, the research on learning strategies is also paid more attention to by psychologists. Since the 1990's ,the study on learning strategies has been a central issue in the Psychological field. In school, it is very important for students to know how to study. It is helpful for them to have some learning strategies to achieve the goal; It is one part of teachers' important tasks to try to improve the standard of student's learning strategies and train students to study on their own.
Achievement goals theory is the advance subject of achievement motivation and the extension of the study on goal setting. The achievement goals are defined as the preservation of the goals or reason for participating in certain achievement task and the individual evaluation of attaining goals. Learning strategies refer to learner's knowledge of study tasks, the usage of study methods and the regulation of study processes.
Many studies have explored the development of achievement goals and learning strategies, as well as the relation among achievement goals, learning strategies and academic achievements. But as far as the studies in our country are concerned, the measure of achievement goals often adopts dichotomous questionnaire and they confine their subjects to the students from the city. And when they study the relations among achievement goals, learning strategies and academic achievements and investigate the sole effect of achievement goals by the correlation analysis, regression
analysis and path analysis and seldom attempt to explore the joint effect of achievement goals, Therefore, on the basis of these researches, the thesis uses comprehensively documentary method, questionnaire investigation, interview method and case analysis, chooses 395 students in a County of Henan province as subjects, adopts the questionnaire of achievement goals orientation and learning strategies as investigative instruments and discusses the relationship of achievement goals. Learning strategies and academic achievements, the results show:
1. There exists sex differences of achievement goals among junior students, girls' mastery goals are higher than boys', boys' marks in the performance-approach and performance-avoid goals are higher than girls'. There exists grade differences in mastery goals and performance-avoid goals. The development tendency of the former presents the shape of "V" and the development tendency of the latter presents upside-down shape of "V". The mastery goals are the dominant goals in junior students. There exists the differences between students in the city and these in the country in learning strategies and performance-avoid goals.
2. Mastery goals are significantly positively related to all the factors and total marks of learning strategies. Performance-approach goals are significantly positively related to social strategies, while performance-avoid goals weakly negatively related to all the factors and total marks of learning strategies. Mastery goals and performance-approach goals are positively related to the marks of Chinese, maths and English and to their total marks. Performance-avoid goals are weakly related to academic achievements. All the factors and total marks of learning strategies are significantly positively related to academic achievements.
3. There exist a linear relationship between learning strategies , performance-approach goals and academic achievements. Its coefficient of determination rises up to 0.242. There is a linear relationship between mast
成就目标理论是成就动机研究的前沿课题，是目标设置研究的延伸。所谓成就目标是指个体对参与某一成就任务的目的或原因的知觉以及个体对目标达成的评价。学习策略是指在学习情景中，学习者对学习任务的认识、对学习方法的调用和对学习过程的调控。
许多研究探讨了成就目标、学习策略的发展状况以及成就目标、学习策略与学业成绩的关系问题。但就国内已有的研究而言，成就目标的测量多采用二分结构的问卷，被试也多为城市学生，在研究成就目标、学习策略与学业成绩的关系时，只是从相关分析、回归分析、路径分析去考察掌握目标或成绩目标的单一作用，而很少去考察掌握目标和成绩目标的共同效应。因此，本文在前人研究的基础上，综合运用了文献资料法、问卷调查法、访谈法和个案分析法，选取了河南某县县城和农村的395名初中生为被试，以成就目标定向问卷和学习策略量表为调查工具，分析讨论了成就目标、学习策略的发展问题以及成就目标、学习策略与学业成绩的关系问题。结果发现：
1、初中生成就目标存在性别差异，女生的掌握目标高于男生，男生的成绩接近目标和成绩回避目标高于女生。掌握目标和成绩回避目标存在年级差异，掌握目标的发展趋势呈现“V”字形，成绩回避目标的发展趋势呈现倒“V”字形。掌握目标为初中生的主导目标。初中生在成绩回避目标和学习策略上存在城乡差
异。
2、掌握目标与学习策略的各因子及学习策略的总分存在极显著的正相关，成绩接近目标与社会性策略显著正相关，而成绩回避目标与学习策略的各因子及学习策略的总分都呈较微弱的负相关。掌握目标和成绩接近目标与语、数、外三科成绩及其总分显著正相关。成绩回避目标与学业成绩均呈微弱的负相关。学习策略的总分及其各因子都同学业成绩呈极显著的正相关。
3、学习策略和成绩接近目标与学业成绩之间存在线性关系，其决定系数达到了0.242。掌握目标和学习策略存在线性关系，其决定系数达到了0.361。掌握目标通过学习策略间接影响学业成绩。
4、不同成绩组之间，除成绩回避目标外，成就目标和学习策略的各个维度都存在显著差异。
5、高掌握/低成绩目标组和高掌握/高成绩目标组在学习策略和学业成绩上不存在明显差异，但两组在学习策略和学业成绩上均显著高于低掌握目标组。
根据研究结果，论文提出了加强成就目标和学习策略教育的建议。
Since the 1960's, with the rising of cognitive psychology, psychologists have begun to explain the individual achievement motivation and achievement behavior from social cognitive perspective. The social cognitive theory about motivation consists of attribution theory, self-efficacy theory, perceived ability theory and achievement goals theory, and the study of the achievement goals theory has become a noticeable subject. Against the background that many countries all over the world pay much attention to teaching students how to study and think, the research on learning strategies is also paid more attention to by psychologists. Since the 1990's ,the study on learning strategies has been a central issue in the Psychological field. In school, it is very important for students to know how to study. It is helpful for them to have some learning strategies to achieve the goal; It is one part of teachers' important tasks to try to improve the standard of student's learning strategies and train students to study on their own.
Achievement goals theory is the advance subject of achievement motivation and the extension of the study on goal setting. The achievement goals are defined as the preservation of the goals or reason for participating in certain achievement task and the individual evaluation of attaining goals. Learning strategies refer to learner's knowledge of study tasks, the usage of study methods and the regulation of study processes.
Many studies have explored the development of achievement goals and learning strategies, as well as the relation among achievement goals, learning strategies and academic achievements. But as far as the studies in our country are concerned, the measure of achievement goals often adopts dichotomous questionnaire and they confine their subjects to the students from the city. And when they study the relations among achievement goals, learning strategies and academic achievements and investigate the sole effect of achievement goals by the correlation analysis, regression
analysis and path analysis and seldom attempt to explore the joint effect of achievement goals, Therefore, on the basis of these researches, the thesis uses comprehensively documentary method, questionnaire investigation, interview method and case analysis, chooses 395 students in a County of Henan province as subjects, adopts the questionnaire of achievement goals orientation and learning strategies as investigative instruments and discusses the relationship of achievement goals. Learning strategies and academic achievements, the results show:
1. There exists sex differences of achievement goals among junior students, girls' mastery goals are higher than boys', boys' marks in the performance-approach and performance-avoid goals are higher than girls'. There exists grade differences in mastery goals and performance-avoid goals. The development tendency of the former presents the shape of "V" and the development tendency of the latter presents upside-down shape of "V". The mastery goals are the dominant goals in junior students. There exists the differences between students in the city and these in the country in learning strategies and performance-avoid goals.
2. Mastery goals are significantly positively related to all the factors and total marks of learning strategies. Performance-approach goals are significantly positively related to social strategies, while performance-avoid goals weakly negatively related to all the factors and total marks of learning strategies. Mastery goals and performance-approach goals are positively related to the marks of Chinese, maths and English and to their total marks. Performance-avoid goals are weakly related to academic achievements. All the factors and total marks of learning strategies are significantly positively related to academic achievements.
3. There exist a linear relationship between learning strategies , performance-approach goals and academic achievements. Its coefficient of determination rises up to 0.242. There is a linear relationship between mast
引文
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2、王雁飞,方俐洛,凌文辁. 成就目标定向与社会认知的关系[J],心理学动态, 2001,(3) 237-241
3、郭德俊. 能力理论与成就动机[J], 高等师范教育研究, 1993,(3) 65-70
4、王雁飞. 关于成就目标定向研究的综述[J], 广州师院学报(社会科学版)第20卷第3期
5、方平,张咏梅,郭春彦. 成就目标理论的研究进展[J], 心理学动态,1999(7) 70-75
6、李燕平,郭德俊.激发课堂学习动机的教学模式——TARGET模式[J], 首都师范大学学报2000,（5）112-116
7、沃建中,黄花珍,林崇德 中学生成就动机的发展特点研究, 心理学报,2001, 33 (2) 71-79
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