农民工子弟学校初一新生学习动机的实证研究

Learning Motivation of Junior Students from Migrant Children Middle School

目的探讨农民工子弟学校初一新生学习动机的特点及影响因素。方法应用修订的学习动机诊断测验(MAAT)、青少年生活事件量表(A SLEC)和我的班级问卷,以成都、绵阳的300名农民工子弟学校和普通中学初一年级学生为研究对象。结果①两类学校初一年级学生在成功动机(t=5.608,P<0.001)、考试焦虑(t=4.073,P<0.001)、自我责任心(t=3.509,P<0.001)等因子上均存在极显著差异;②近期人际关系变化(t=1.904,P>0.05)、学习压力(t=0.502,P>0.05)等生活事件对两类学校初一新生造成的影响并无显著差异;③两类学校初一学生在师生关系上(t=1.94,P<0.05)、同学关系上(t=2.164,P<0.05)等均呈现显著差异。结论农民工子弟学校初一新生的成功动机、考试焦虑受家庭经济状况和社会文化背景的影响,明显高于普通中学但是自我责任心明显低于普通中学学生;近期生活事件两校初一学生并无显著差异。民校初一学生受生活条件、学业压力、不公平待遇等因素的影响,同学关系、秩序和纪律意识均优于普通中学学生,但师生关系相反;秩序和纪律意识强于普通中学学生,而学习负担感高于普通中学生。

Objective To explore characters and influencing factors of learning motivation of junior students from migrant children middle school.Methods A total of 300 junior students from migrant children middle school and ordinary school were tested with revised MAAT,ASLEC and my class questionnaire.Results ①Junior students from two type of schools showed significant differences in achievement motivation（t=5.608,P〈0.001）,test anxiety（t=4.073,P〈0.001）,self responsibility（t=3.509,P〈0.001）.②There were no significant differences in recent interpersonal relationship（t=1.904,P〉0.05）,learning pressure（t=0.502,P〉0.05）etc.③There were significant difference in teacher-student relationship（t=1.94,P〈0.05）,classmates relationship（t=2.164,P〈0.05）etc.Conclusion Influenced by the social cultural backgrounds and family economic status,junior students from migrant children middle school are higher than ordinary school in success motivation and test anxiety;but self responsibility is significantly lower than that of ordinary school.There is no significant difference between two type of schools in recent life events.The junior students from migrant children middle school are prior to ordinary school in relationship between students,order and consciousness of discipline;but inferior to ordinary school in teacher-student relationship,and higher in the sense of learning burden.