学习动机研究的特点、问题及走向

Characteristics, Issues and Tendency of Learning Motivation Research

从20世纪40、50年代开始,学习动机研究呈现出如下特点:在理论取向上,认知观和社会认知观取代早期的机械论,将学习动机与学习者所处的具体环境和学习中的认知要素结合起来加以研究,并开始关注学习动机的发展问题;在研究方法上,确立测量学习动机的主要指标和方法。但这些研究还存在着以下几个问题:动机概念的术语五花八门,缺乏区分效度;不同理论取向并存,难于构建一个完整的动机研究模式;研究者对学习动机基本性质的看法存在着重大分歧;过于倚重自我报告的问卷研究遭到越来越多的质疑。未来,在研究的理论取向上,社会认知理论的优势地位将更加突显,对学习动机内在结构的分析将更加全面系统,在社会认知观的指导下,将建立环境因素、学习动机、学习策略与学习结果关系的整合模型;在研究方法上,定量研究与定性研究的结合将得到普遍运用。

Since the 1940s and 1950s, learning motivation research has presented the following characteristics. In the theoretical orientation, cognition outlook and social cognition outlook have replaced the early mechanic theory, and do the research integrating learning motivation with learners＇ concrete environment and the cognitive elements in the learning, and start to pay attention to the developmental issues of learning motivation. In the research methods, main index and methods have been established to measure learning motivation. But there are still several problems with the research as follows： the terms of motivation concept are omnifarious and lack of differential validity; different theories exist together, which makes it difficult to construct a complete motivation research mode; there is great divergence among the researchers in the view of learning motivation basic nature; people have more and more questions to the questionnaire research excessively relying on the self-report. In the future research, the dominant position of social cognitive theory will become more protruding, and the analysis on the inner structure of learning motivation will become more overall and systematic. Under the guidance of social cognition outlook, integrated model will be established for the relationship among environment factors, learning motivation, learning strategy and learning results. In the research methods, the combination of quantitative research and qualitative research will be popularized.