中学生成就目标定向与学习策略、学业成绩的关系研究

Research on the Relationship between the Achievement Goal Orientation and the Learning Strategy & the Academic Performance

本研究采取问卷法,选取武汉市283名初一和高二学生为被试,考察了中学生成就目标定向与学习策略、学业成绩的关系。结果表明:(1)掌握目标与深加工、元认知策略以及浅表策略三者都存在显著相关,其中与浅表加工策略相关的显著性水平略低,成绩接近目标与三种学习策略都在呈非常显著相关,而成绩回避目标只与浅表策略显著相关;(2)掌握目标和成绩接近目标有助于学业成绩,成绩回避目标不利于取得良好成绩;(3)与初一年级相比,高二年级中成绩接近目标和掌握目标显著下降,采取深加工和元认知策略的水平也下降;初一和高二年级中,男生比女生更多采取掌握目标和元认知策略;(4)多元目标比单一目标的学生更多地使用深加工和元认知策略,但多元目标者并不必然比单一目标者成绩好。

Questionnaire method has been applied in this research and researched 283 of 7^(th) grade and 11^(th) grade in two middle schools in order to explore the relations between achievement goal orientation and learning strategy, academic performance. The findings indicate that: (1)the correlation between master goal orientation and deep cognitive strategies,meta-cognitive strategies is significant. Same significant correlations exist between performance approach goal and three learning strategies, but performance avoidance goal seldom adopts deep cognitive and meta-cognitive strategies;(2) while master goal orientation and performance approach goal can enhance students'achievement, performance avoidance goal obstacles to obtain good achievement;(3) compared to 7^(th) grade ,11^(th) grade's performance approach goal and master goal obviously decreases. In the same time, deep cognitive strategies and meta-cognitive strategies also decreases. Secondly, female students use more surface cognitive strategies, while male students use more meta-cognitive strategies;(4) those students who hold multi-goals use more deep cognitive strategies and meta-cognitive strategies, but multi-goals has not certainly correlation with good achievement.