中学生成就目标定向及其相关因素研究
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摘要
成就目标定向是当前成就动机和自我调节学习领域内的研究热点，它对学生的自我效能以及学业成就等方面有着重大影响。本研究在分析大量资料的基础上，编制出一套信效度都较高的成就目标定向问卷；并运用该问卷对上海市三所中学的508名中学生进行了调查，结果发现：（1）中学生在成就目标定向上存在显著的性别、年级差异；（2）具有不同控制特征和成绩水平的学生在成就目标定向上也存在显著差异；（3）就总体而言，随着年级的升高（初二和高二除外），中学生的学习目标定向呈现出一种下降的发展趋势，成绩-回避目标定向则呈上升趋势，成绩-接近目标定向变化则比较平缓；（4）初二和高二是中学生成就目标定向发生转折的两个关键年级；（5）成就目标定向类型及其水平的不同组合对中学生学习激励策略和学业成就有明显不同的影响。
The role of Achievement Goal Orientation (AGO) in learning and achievement has been a focus of current research in achievement motivation and self-regulated learning. Based on plenty of former research materials, an Achievement Goal Orientation Questionnaire (AGOQ) with high reliability and validity was made. 508 middle school students from prep junior grade to senior grade three in Shanghai were measured by AGOQ. The results were as follows: (1) Significant gender and grade differences of students' AGO were showed. (2) There were significant differences between different locus of control and achievement levels. (3) In general, with the development of grades (except junior grade two and senior grade two), students' Learning Goal Orientation showed a downward tendency and students' Performance-Avoid Goal Orientation showed an upward tendency and Performance-Approach Goal Orientation showed a little change. (4) Junior grade two and Senior grade two were critical periods of students' AGO. (5) Different combinations of AGO and it's levels distinctly affected motivated strategies for learning and school achievement.
The role of Achievement Goal Orientation (AGO) in learning and achievement has been a focus of current research in achievement motivation and self-regulated learning. Based on plenty of former research materials, an Achievement Goal Orientation Questionnaire (AGOQ) with high reliability and validity was made. 508 middle school students from prep junior grade to senior grade three in Shanghai were measured by AGOQ. The results were as follows: (1) Significant gender and grade differences of students' AGO were showed. (2) There were significant differences between different locus of control and achievement levels. (3) In general, with the development of grades (except junior grade two and senior grade two), students' Learning Goal Orientation showed a downward tendency and students' Performance-Avoid Goal Orientation showed an upward tendency and Performance-Approach Goal Orientation showed a little change. (4) Junior grade two and Senior grade two were critical periods of students' AGO. (5) Different combinations of AGO and it's levels distinctly affected motivated strategies for learning and school achievement.
引文
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivational processes. Journal of Educational Psychology, 80, 260-267.
Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations and perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298
Anderman, E. M., & Young, A.J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811-831
Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. . Journal of Educational Psychology, 90, 1-9.
Ashford S J, Commings L L. Feedback as an individual resource: Personal strategies for creating information. Organizational Behavior and Human Performance, 1983, 32, 370-389.
Ashford S J. Self-assessments in organizations. In: Commings L L, Staw B ed. Research in Organizational Behavior. Greenwich, CT: JAI press, 1989. 133-174.
Bandura M, Dweck C S, The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Journal of Educational Psychology, 1985, 77, 247-254.
Brett, J. F., & VandeWalle, D. (1999). Goal orientation and specific goal content as predictors of performance outcomes in a training program. Journal of Applied Psychology, 84, 863-873.
Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perception, interests, and performance. Journal of Educational Psychology, 79: 474-482.
Butler, R. (1993). Effects of task- and ego-achievement goals on information-seeking during task engagement. Journal of Personality and Social Psychology, 65, 18-31.
Button, B. S., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67 (1), 26 - 48.
Carol Midgley, Avi Kaplan, Michael Middleton, and Martin L. Maehr, et al. (1998). The Development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
Duda, J.L., & Nichools, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
Dweck CS. Elliott ES. Achievement motivation . In Mussen PH.(Gen. Ed.) Hetherington,EM.(vol. Ed.),handbook of Child Psychology,1983,Vol.4.Social and personality development (pp.643-691).New York: Viley.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliott, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliott, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
Elliott, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171-185.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Psychological Review, 95 (2), 256 - 273.
Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993). Goal orientation and action control theory: Implications for industrial and organizational psychology. In C. L. Cooper and I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology, 8, 191-232.
Hofmann, D. A. (1993). The influence of goal orientation on task performance: A substantively meaningful and ego involvement. Journal of Applied Social Psychology, 76, 909-919.
Jagacinski, C.M., & Nichools, J.G. (1984). Conceptions of ability and related affects in task involvement. Journal of Educational Psychology, 76, 909-919.
Kaplan, A., & Maehr, M. L., (1997). Achievement goals and student well-being. Manuscript submitted for publication.
Karen E. Ablard, Rachelle E. Lipschultz. Self-Regulated Learning in High-Achieving Students: Relations to Adbanced Reasoning, Achievement goals, and Gender. Journal of Educational Psychology,1998; 90: 94 - 101.
Maehr, M. L.(1989). Thoughts about motivation. In C. Ames(Eds.), Research on motivation in education(Vol. 3). New York: Academic Press.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H.(1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 4, 710-718.
Middleton, M. J., Kaplan, A., & Midgley, C. (1998). Achievement goal orientation and self-efficacy: Different goals, different relations. Paper Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411
Midgley, C., Maehr, M., Hicks, Roeser, R., Urdan, T., Anderman, E., Kaplan, A., Arunkumar, R., Middleton, M. (1997). Patterns of Adaptive Learning Survey. The University of Michigan.
Miller, R.,Behrens, J.,Greene, B.,& Newman, D. Goals and perceived ability :Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 1993,18, 2-14
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nirmala Rao et al., Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving chinese secondary school students: Contemporary Educational Psychology, 25,287-316.
Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
Nolen, S. B., & Haladyna, T. M. (1990). Motivation and studying in high school science. Journal of Research in Science Education, 27, 115-126.
Paul R. Pintrich, Multiple Goals, Multiple Pathways: The Role of Goal Orientation in learning and Achievement. , Journal of Educational Psychology , Vol.92, No.3, Sep2000.
Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82 (5), 792 - 802.
Roeser, R., Midgley, C., & Urdan, T. (1996) Perceptions of the school psychological climate and early adolescents' self-appraisals and academic engagement. Journal of Educational Psychology, 88, 408-422.
Rose R J, Hall C W, Bolen L M, et al. Locus of Control and College Students' Approaches to Learning. Psychological Reports,1996,79(1): 163 - 171.
Rotter J. B, Chance J. E., Phares E J. Applications of a Social Learning Theory of Personality. New York: Holt, Rinehart & Winston, 1972
Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and written achievement. Contemporary Educational Psychology, 18 (3), 337 - 354.
Schunk, D. H., Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359-382.
Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81.
Thorkildsen T A. Theories of educational among academically able adolescents. Contemporary Educational Psychology, 1988, 81, 384-391.
VandeWalle Goal Orientation: Advances in Construct Conceptualization and Validation Research. http://www.janda.org/ICPP/ICPP1980/index.htm.
VandeWalle, D. & Cummings, L. L. (1997). A test of the influence of goal orientation in the feedback seeking process. Journal of Applied Psychology, 82, 390-400.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 8, 995-1015.
VandeWalle, D., Brown, S. P., Cron, W. L., & Slocum, J. W. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology, 84, 249-259.
Weiner,B, (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
Wolters, C. A., Yu, S. L., Pintrich, P. R. (1996). The relation between goal orientation and stedents' motibational beliefs and self-regulated learning. Learning and individual Differences, 8, 211-238.
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Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivational processes. Journal of Educational Psychology, 80, 260-267.
Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations and perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298
Anderman, E. M., & Young, A.J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811-831
Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. . Journal of Educational Psychology, 90, 1-9.
Ashford S J, Commings L L. Feedback as an individual resource: Personal strategies for creating information. Organizational Behavior and Human Performance, 1983, 32, 370-389.
Ashford S J. Self-assessments in organizations. In: Commings L L, Staw B ed. Research in Organizational Behavior. Greenwich, CT: JAI press, 1989. 133-174.
Bandura M, Dweck C S, The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Journal of Educational Psychology, 1985, 77, 247-254.
Brett, J. F., & VandeWalle, D. (1999). Goal orientation and specific goal content as predictors of performance outcomes in a training program. Journal of Applied Psychology, 84, 863-873.
Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perception, interests, and performance. Journal of Educational Psychology, 79: 474-482.
Butler, R. (1993). Effects of task- and ego-achievement goals on information-seeking during task engagement. Journal of Personality and Social Psychology, 65, 18-31.
Button, B. S., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67 (1), 26 - 48.
Carol Midgley, Avi Kaplan, Michael Middleton, and Martin L. Maehr, et al. (1998). The Development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
Duda, J.L., & Nichools, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
Dweck CS. Elliott ES. Achievement motivation . In Mussen PH.(Gen. Ed.) Hetherington,EM.(vol. Ed.),handbook of Child Psychology,1983,Vol.4.Social and personality development (pp.643-691).New York: Viley.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliott, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliott, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
Elliott, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171-185.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Psychological Review, 95 (2), 256 - 273.
Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993). Goal orientation and action control theory: Implications for industrial and organizational psychology. In C. L. Cooper and I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology, 8, 191-232.
Hofmann, D. A. (1993). The influence of goal orientation on task performance: A substantively meaningful and ego involvement. Journal of Applied Social Psychology, 76, 909-919.
Jagacinski, C.M., & Nichools, J.G. (1984). Conceptions of ability and related affects in task involvement. Journal of Educational Psychology, 76, 909-919.
Kaplan, A., & Maehr, M. L., (1997). Achievement goals and student well-being. Manuscript submitted for publication.
Karen E. Ablard, Rachelle E. Lipschultz. Self-Regulated Learning in High-Achieving Students: Relations to Adbanced Reasoning, Achievement goals, and Gender. Journal of Educational Psychology,1998; 90: 94 - 101.
Maehr, M. L.(1989). Thoughts about motivation. In C. Ames(Eds.), Research on motivation in education(Vol. 3). New York: Academic Press.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H.(1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 4, 710-718.
Middleton, M. J., Kaplan, A., & Midgley, C. (1998). Achievement goal orientation and self-efficacy: Different goals, different relations. Paper Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411
Midgley, C., Maehr, M., Hicks, Roeser, R., Urdan, T., Anderman, E., Kaplan, A., Arunkumar, R., Middleton, M. (1997). Patterns of Adaptive Learning Survey. The University of Michigan.
Miller, R.,Behrens, J.,Greene, B.,& Newman, D. Goals and perceived ability :Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 1993,18, 2-14
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nirmala Rao et al., Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving chinese secondary school students: Contemporary Educational Psychology, 25,287-316.
Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
Nolen, S. B., & Haladyna, T. M. (1990). Motivation and studying in high school science. Journal of Research in Science Education, 27, 115-126.
Paul R. Pintrich, Multiple Goals, Multiple Pathways: The Role of Goal Orientation in learning and Achievement. , Journal of Educational Psychology , Vol.92, No.3, Sep2000.
Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82 (5), 792 - 802.
Roeser, R., Midgley, C., & Urdan, T. (1996) Perceptions of the school psychological climate and early adolescents' self-appraisals and academic engagement. Journal of Educational Psychology, 88, 408-422.
Rose R J, Hall C W, Bolen L M, et al. Locus of Control and College Students' Approaches to Learning. Psychological Reports,1996,79(1): 163 - 171.
Rotter J. B, Chance J. E., Phares E J. Applications of a Social Learning Theory of Personality. New York: Holt, Rinehart & Winston, 1972
Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and written achievement. Contemporary Educational Psychology, 18 (3), 337 - 354.
Schunk, D. H., Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359-382.
Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81.
Thorkildsen T A. Theories of educational among academically able adolescents. Contemporary Educational Psychology, 1988, 81, 384-391.
VandeWalle Goal Orientation: Advances in Construct Conceptualization and Validation Research. http://www.janda.org/ICPP/ICPP1980/index.htm.
VandeWalle, D. & Cummings, L. L. (1997). A test of the influence of goal orientation in the feedback seeking process. Journal of Applied Psychology, 82, 390-400.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 8, 995-1015.
VandeWalle, D., Brown, S. P., Cron, W. L., & Slocum, J. W. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology, 84, 249-259.
Weiner,B, (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
Wolters, C. A., Yu, S. L., Pintrich, P. R. (1996). The relation between goal orientation and stedents' motibational beliefs and self-regulated learning. Learning and individual Differences, 8, 211-238.
阿瑟·S·雷伯著，李伯黍等译：《心理学词典》，上海译文出版社，1996年12月第1版
戴海崎、张锋、陈雪枫主编：心理与教育测量，暨南大学出版社，2001年3月
戴忠恒：心理与教育测量，华东师范大学出版社，1987年3月
方平、张咏梅、郭春彦：成就目标理论的研究进展，心理学动态，1999年第1期，70-75
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