特质性与情境性成就目标定向对目标调节的影响

The Interactive Influence of Dispositional and Situational Goal Orientations on Individual Goal Regulation

将209名初中生被试分为掌握、表现-接近与表现-回避三种特质性成就目标定向,随机分配在掌握定向与表现定向这两种情境性成就目标要求之下,依次阅读一系列10个同质性材料并回答一道位于每段材料之后并与该材料首句信息相关的选择题,根据被试完成每次任务的阅读时间与答题正确率,考察被试的实际目标定向以及目标调节变化过程。结果表明,特质性成就目标定向对学业成绩具有显著的预测作用,但在特定任务情境下,情境性目标要求掩盖了特质性目标的作用,而且,情境性表现目标的被试比情境性掌握目标的被试更快地调节目标以适应实验任务所隐含的实际目标线索。

209 middle school students,divided into master,performance approach and performance avoidance dispositional goal orientation,were assigned randomly into master or performance situational goal conditions.All the participants were required to read 10 homogeneous passages and finish a multiple choice question after each passage.The answer of each multiple choice question could be found from the first sentence of that passage.Reading time and scores were recorded for analyzing participants＇ actual goal orientation and their goal regulation process.Results showed that dispositional goal orientation could significantly predict students＇ achievement performance.Once in a task context,however,the effect of dispositional goal orientation was completely masked by the effect of situational goal orientation.Besides,situational performance goal group could more rapidly regulate their goals to adapt to the tasks＇ goal requirement.