期刊文献+

学习动机内化研究综述——基于自我决定理论的视角 被引量:7

A Review of Internalization on Learning Motivation
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摘要 学习动机内化是认知心理学动机研究的热点问题。本文基于自我决定理论关于动机心理学研究的新进展,综述了学习动机内化的相关理论研究和实验研究。指出当前学习动机内化研究的不足,探究国内动机研究的新发展。 The research of internalization on learning motivation is one of the priority of cognitive psychology research.The article takes the self-determination theory as its foundation.It summed up the theory study and the demonstration study of Internalization on Learning Motivation and pointed out its insufficiency and basic developing trend in the research of Internalization on Learning Motivation.
作者 陈筠 仇妙琴
出处 《现代教育论丛》 2010年第12期37-40,共4页 Modern Education Review
关键词 学习动机 内化 自我决定 learning motivation internalization self-determination
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参考文献10

  • 1Meissner,W.W.(1981).Internalization in psychoanalysis.New York:International Universities.
  • 2Lepper M R,Henderlong J.Turning “ play” into “work” and“work” to “play” :25 years of research on intrinsic versus extrinsic motivation.In:Sansone et al ed.Intrinsic and Extrinsic Motivation.Academic.
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二级参考文献11

  • 1[1]Lepper M R, Henderlong J. Turning "play" into "work" and "work" to "play": 25 years of research on intrinsic versus extrinsic motivation. In: Sansone et al ed. Intrinsic and Extrinsic Motivation. Academic Press, 2000. 257~298
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  • 6[6]Hennessey B A, Amabile T M. Reward, intrinsic motivation, and creativity. American Psychologist, 1998, 53: 674~675
  • 7[7]Deci E L, Ryan R M. The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 2000, 11(4): 227~269
  • 8[8]Ryan R M, Deci E D. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 2000,55(1): 68~78
  • 9[9]Vallerand R J. Deci and Ryan's self-determination theory: A view from the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 2000, 11(4): 312~319
  • 10[10]Nikos N. A self-determination approach to the understanding of motivation in physical education. British Joural of Educational psychology, 2001, 71(2): 255

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