大学生成就动机、成就目标定向、学业自我效能对成绩的影响模式探析
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摘要
研究表明，非智力因素在大学生的学习活动中起着引导、控制、调节等作用。成就动机与自我效能感是影响大学生学习过程和学业成绩的重要的非智力因素，它们之间的关系从更深层的意义上反映了个体动机因素和认知因素之间的紧密联系。成就动机的研究一直是动机心理学研究的热点问题。随着研究的不断深入，研究者普遍认识到成就动机不但是个体的一种成就需要，而且还表现为对成功的期望和对目标的追求。于是，认知因素被引入到成就动机的研究中来，提出了成就目标定向理论，这一理论已成为近几年来成就动机研究的重点。影响学习成绩和学习效果的因素很多，其中自我效能是影响较大的因素之一。班杜拉的社会学习理论认为，自我效能感对行为的影响主要表现在行为选择、努力程度及坚持性、应对方式及情绪反应上。以往对于两者的关系及对学习的影响的研究比较零散，结论也比较不一致。因此，研究对这些结果进行总结和整合，以大学生群体为研究对象，试图提出一个描述成就动机、学业自我效能对学业成绩的影响的比较合理的理论模型。
总体来说，研究共分为理论综述和实证研究两大部分。理论和文献综述主要梳理了成就动机、成就目标定向、学业自我效能的概念、理论发展、测量方法及相关研究等，为提出理论假设提供研究基础。在此基础上，实证部分详细分析了大学生在成就动机、成就目标定向、学业自我效能、学业成绩方面的特点和差异，进一步总结分析了个体的成就动机、成就目标定向、学业自我效能对学业成绩的影响可能存在的几种模式，并对比分析各种模式的合理性和解释力。经过理论和实证研究，得出以下主要结论：
（1）通过对成就动机、成就目标定向、学业自我效能的量表的检验和修订发现：成就目标定向问卷具有良好的信度和可靠性；修订后的成就动机和学业自我效能量表具有较好的信度和效度，可作为实证研究的有效测量工具。
（2）通过对大学生的成就动机、成就目标定向、学业自我效能与学业成绩的特点的考察发现：大学生性别、生源、专业、年级在成就动机上的差异均不显著；在成就目标定向上有显著的性别差异、专业差异和年级差异；在学业自我效能上存在显著的性别差异和专业差异；在学业成绩上具有显著的性别差异和生源差异；大学生成就动机、学业自我效能、学业成绩在成就目标定向类型间的差异显著。
（3）研究系统考察了大学生成就动机、成就目标定向、学业自我效能和学业成绩的关系，结果发现：大学生成就动机与掌握目标定向存在显著的正相关，与学业自我效能存在显著的正相关；大学生掌握目标定向与学业自我效能存在显著的正相关，大学生成绩目标定向与学业自我效能存在显著的正相关，大学生成就目标定向的两个维度即掌握目标定向与成绩目标定向之间存在显著的正相关；大学生学业成绩与掌握目标定向存在显著的正相关，与学业自我效能存在显著的正相关。
（4）经回归分析对大学生成就动机、成就目标定向、学业自我效能与学业成绩的线性关系模型进行检验，结果显示成就动机、掌握目标定向、成绩目标定向对学业成绩作用均不显著，学业自我效能对学业成绩有显著的正向作用。
（5）经回归分析，对学业自我效能的中介效应模型进行检验发现，大学生学业自我效能在掌握目标定向和学业成绩之间起完全中介作用。
（6）经回归分析，对学业自我效能的调节效应模型进行检验发现，大学生学业自我效能对成就动机与学业成绩之间的关系有正向调节作用，学业自我效能对掌握目标定向与学业成绩的关系有正向调节作用，对成绩目标与学业成绩之间的关系没有调节作用。
（7）经过对三种理论模型的解释力比较发现，学业自我效能的调节作用模型能够比较全面的说明大学生成就动机、成就目标定向和学业自我效能对学业成绩的影响模式，模型的解释力更强，因而更为合理。
最后，在总结中，对研究的结论进行了总结和分析，指出了研究的创新之处和不足。在此基础上，根据本研究的结果对教育实践提出了意见和建议，并提出了今后的研究方向。总之，希望通过研究对动机和认知等非智力因素的理论研究方面提供一个新的视角，对大学学校教育和心理辅导提供更多的实践参考。
Studies had shown that non-intellectual factors Played in students' learning activities toguide, control, and regulation. Achievement motivation and self-efficacy are importantnon-intellectual factors affecting college students learning process and academic performance.The relationship between them reflected on the deeper meaning of the close link betweenindividual motivation factors and cognitive factors. Achievement motivation has been a hotissue of the psychology motivation. With the deepening of the study, researchers generallyrecognized that achievement motivation is not only the individual need for achievement, butalso expectations of success and the pursuit of goals. Thus, cognitive factors were introduced tothe study of achievement motivation. Achievement goal orientation theory has been proposedand it has become the focus of the study of achievement motivation in recent years. There aremany factors that affect academic performance and learning effects. Among them, self-efficacyis one of the major factors in the impact. Bandura's social learning theory suggests thatself-efficacy affects on behavior performance in a behavioral choice, level of effort andpersistence, coping style and emotional response. The research for the relationship betweenachievement motivation and self-efficacy is fragmented, and the conclusions are inconsistent.Therefore, the study summarized and integrated these results. The study subjects are collegestudents, and the study attempt to propose more reasonable theoretical model to describe theachievement motivation, academic self-efficacy affecting on academic performance.
Overall, the study is divided into two major parts, theoretical overview and empiricalresearch. Theory and literature review combed the concept, theory development, measurementmethods and related research of the achievement motivation, achievement goal orientation andacademic self-efficacy, which are the research base for proposing the theoretical assumptions.On this basis, the empirical part detailed analyzed of the students’characteristics anddifferences in achievement motivation, achievement goal orientation, academic self-efficacyand academic performance. It further analyzed several models that may exist of individualachievement motivation, achievement goal orientation, academic self-efficacy affecting onacademic performance, and comparative analyzed the rationality and explanatory power of thevarious models. After the theoretical and empirical research, the study drew the following mainconclusions:
(1) By testing and revision the Achievement goal orientation questionnaire, achievement motivation scale and academic self-efficacy scale, it is found that achievement goal orientationquestionnaire has good reliability. And revised achievement motivation scale and academicself-efficacy scale have good reliability and validity. The three questionnaire or scale can beused as effective measurement tools for empirical research.
(2) By investigating the characteristics of Students’achievement motivation, achievementgoal orientation, academic self-efficacy and academic performance, the study found in thefollowing conclusions. The differences of Students’gender, source, major, grade inachievement were not significant. There were significant gender, major and grade difference inachievement goal orientation. There were significant gender differences and major differencesin academic self-efficacy. Significant gender differences and source differences were inacademic performance. Students’achievement motivation, academic self-efficacy, academicperformance were different significantly between the types of achievement goal orientation.
(3) The study investigated relationship of students’achievement motivation, achievementgoal orientation, academic self-efficacy and academic performance and found that there was asignificant positive correlation between Students’achievement motivation and master goalorientation, and it was also between Students’achievement motivation and academicself-efficacy. Students’master goal orientation and academic self-efficacy, performance goalorientation and academic self-efficacy were significantly positively correlated. Master goalorientation and performance goal orientation which were two dimensions of Students’achievement goal orientation were also significantly positively correlated. There was asignificant positive correlation between Students’academic performance and master goalorientation, and it was also between Students’academic performance and academicself-efficacy.
(4) By regression analysis，the linear relationship model between Student’achievementmotivation, achievement goal orientation, academic self-efficacy and academic performancewas tested. The test results were shown that the achievement motivation, master goalsorientation, performance goal orientation on the role of academic achievement were notsignificant. Academic self-efficacy had a significant positive effect on academic performance.
(5) By regression analysis，the academic self-efficacy mediating effect model was inspect.It was found that Students’academic self-efficacy fully mediated between the master goalorientation and academic performance.
(6) By regression analysis，the academic self-efficacy moderating effect model wasinspect. It was found that Students’academic self-efficacy had positive moderating effect on the relationship between achievement motivation and academic performance. And it hadpositive moderating effect on the relationship between master goal orientation and academicperformance.
(7) After the explanatory power of three theoretical models, it was found that theacademic self-efficacy moderating effect model was to explain stronger and more reasonably,because it can be more comprehensive one which describe the effect of Student’achievementmotivation, achievement goal orientation and academic self-efficacy on academic performance.
Finally, in summary, the findings of the study were summarized and analyzed, and theinnovation and deficiencies were pointed. On this basis, according to the results of this study, itput forward advice and recommendations for educational practice, and proposed futureresearch directions. In short, I hope to provide a new perspective through theoretical researchon non-intellectual factors such as motivation and cognition, and provide a more practicalreference for university education and psychological counseling.
总体来说，研究共分为理论综述和实证研究两大部分。理论和文献综述主要梳理了成就动机、成就目标定向、学业自我效能的概念、理论发展、测量方法及相关研究等，为提出理论假设提供研究基础。在此基础上，实证部分详细分析了大学生在成就动机、成就目标定向、学业自我效能、学业成绩方面的特点和差异，进一步总结分析了个体的成就动机、成就目标定向、学业自我效能对学业成绩的影响可能存在的几种模式，并对比分析各种模式的合理性和解释力。经过理论和实证研究，得出以下主要结论：
（1）通过对成就动机、成就目标定向、学业自我效能的量表的检验和修订发现：成就目标定向问卷具有良好的信度和可靠性；修订后的成就动机和学业自我效能量表具有较好的信度和效度，可作为实证研究的有效测量工具。
（2）通过对大学生的成就动机、成就目标定向、学业自我效能与学业成绩的特点的考察发现：大学生性别、生源、专业、年级在成就动机上的差异均不显著；在成就目标定向上有显著的性别差异、专业差异和年级差异；在学业自我效能上存在显著的性别差异和专业差异；在学业成绩上具有显著的性别差异和生源差异；大学生成就动机、学业自我效能、学业成绩在成就目标定向类型间的差异显著。
（3）研究系统考察了大学生成就动机、成就目标定向、学业自我效能和学业成绩的关系，结果发现：大学生成就动机与掌握目标定向存在显著的正相关，与学业自我效能存在显著的正相关；大学生掌握目标定向与学业自我效能存在显著的正相关，大学生成绩目标定向与学业自我效能存在显著的正相关，大学生成就目标定向的两个维度即掌握目标定向与成绩目标定向之间存在显著的正相关；大学生学业成绩与掌握目标定向存在显著的正相关，与学业自我效能存在显著的正相关。
（4）经回归分析对大学生成就动机、成就目标定向、学业自我效能与学业成绩的线性关系模型进行检验，结果显示成就动机、掌握目标定向、成绩目标定向对学业成绩作用均不显著，学业自我效能对学业成绩有显著的正向作用。
（5）经回归分析，对学业自我效能的中介效应模型进行检验发现，大学生学业自我效能在掌握目标定向和学业成绩之间起完全中介作用。
（6）经回归分析，对学业自我效能的调节效应模型进行检验发现，大学生学业自我效能对成就动机与学业成绩之间的关系有正向调节作用，学业自我效能对掌握目标定向与学业成绩的关系有正向调节作用，对成绩目标与学业成绩之间的关系没有调节作用。
（7）经过对三种理论模型的解释力比较发现，学业自我效能的调节作用模型能够比较全面的说明大学生成就动机、成就目标定向和学业自我效能对学业成绩的影响模式，模型的解释力更强，因而更为合理。
最后，在总结中，对研究的结论进行了总结和分析，指出了研究的创新之处和不足。在此基础上，根据本研究的结果对教育实践提出了意见和建议，并提出了今后的研究方向。总之，希望通过研究对动机和认知等非智力因素的理论研究方面提供一个新的视角，对大学学校教育和心理辅导提供更多的实践参考。
Studies had shown that non-intellectual factors Played in students' learning activities toguide, control, and regulation. Achievement motivation and self-efficacy are importantnon-intellectual factors affecting college students learning process and academic performance.The relationship between them reflected on the deeper meaning of the close link betweenindividual motivation factors and cognitive factors. Achievement motivation has been a hotissue of the psychology motivation. With the deepening of the study, researchers generallyrecognized that achievement motivation is not only the individual need for achievement, butalso expectations of success and the pursuit of goals. Thus, cognitive factors were introduced tothe study of achievement motivation. Achievement goal orientation theory has been proposedand it has become the focus of the study of achievement motivation in recent years. There aremany factors that affect academic performance and learning effects. Among them, self-efficacyis one of the major factors in the impact. Bandura's social learning theory suggests thatself-efficacy affects on behavior performance in a behavioral choice, level of effort andpersistence, coping style and emotional response. The research for the relationship betweenachievement motivation and self-efficacy is fragmented, and the conclusions are inconsistent.Therefore, the study summarized and integrated these results. The study subjects are collegestudents, and the study attempt to propose more reasonable theoretical model to describe theachievement motivation, academic self-efficacy affecting on academic performance.
Overall, the study is divided into two major parts, theoretical overview and empiricalresearch. Theory and literature review combed the concept, theory development, measurementmethods and related research of the achievement motivation, achievement goal orientation andacademic self-efficacy, which are the research base for proposing the theoretical assumptions.On this basis, the empirical part detailed analyzed of the students’characteristics anddifferences in achievement motivation, achievement goal orientation, academic self-efficacyand academic performance. It further analyzed several models that may exist of individualachievement motivation, achievement goal orientation, academic self-efficacy affecting onacademic performance, and comparative analyzed the rationality and explanatory power of thevarious models. After the theoretical and empirical research, the study drew the following mainconclusions:
(1) By testing and revision the Achievement goal orientation questionnaire, achievement motivation scale and academic self-efficacy scale, it is found that achievement goal orientationquestionnaire has good reliability. And revised achievement motivation scale and academicself-efficacy scale have good reliability and validity. The three questionnaire or scale can beused as effective measurement tools for empirical research.
(2) By investigating the characteristics of Students’achievement motivation, achievementgoal orientation, academic self-efficacy and academic performance, the study found in thefollowing conclusions. The differences of Students’gender, source, major, grade inachievement were not significant. There were significant gender, major and grade difference inachievement goal orientation. There were significant gender differences and major differencesin academic self-efficacy. Significant gender differences and source differences were inacademic performance. Students’achievement motivation, academic self-efficacy, academicperformance were different significantly between the types of achievement goal orientation.
(3) The study investigated relationship of students’achievement motivation, achievementgoal orientation, academic self-efficacy and academic performance and found that there was asignificant positive correlation between Students’achievement motivation and master goalorientation, and it was also between Students’achievement motivation and academicself-efficacy. Students’master goal orientation and academic self-efficacy, performance goalorientation and academic self-efficacy were significantly positively correlated. Master goalorientation and performance goal orientation which were two dimensions of Students’achievement goal orientation were also significantly positively correlated. There was asignificant positive correlation between Students’academic performance and master goalorientation, and it was also between Students’academic performance and academicself-efficacy.
(4) By regression analysis，the linear relationship model between Student’achievementmotivation, achievement goal orientation, academic self-efficacy and academic performancewas tested. The test results were shown that the achievement motivation, master goalsorientation, performance goal orientation on the role of academic achievement were notsignificant. Academic self-efficacy had a significant positive effect on academic performance.
(5) By regression analysis，the academic self-efficacy mediating effect model was inspect.It was found that Students’academic self-efficacy fully mediated between the master goalorientation and academic performance.
(6) By regression analysis，the academic self-efficacy moderating effect model wasinspect. It was found that Students’academic self-efficacy had positive moderating effect on the relationship between achievement motivation and academic performance. And it hadpositive moderating effect on the relationship between master goal orientation and academicperformance.
(7) After the explanatory power of three theoretical models, it was found that theacademic self-efficacy moderating effect model was to explain stronger and more reasonably,because it can be more comprehensive one which describe the effect of Student’achievementmotivation, achievement goal orientation and academic self-efficacy on academic performance.
Finally, in summary, the findings of the study were summarized and analyzed, and theinnovation and deficiencies were pointed. On this basis, according to the results of this study, itput forward advice and recommendations for educational practice, and proposed futureresearch directions. In short, I hope to provide a new perspective through theoretical researchon non-intellectual factors such as motivation and cognition, and provide a more practicalreference for university education and psychological counseling.
引文
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