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师范专业女大学生成就动机、目标定向、归因与学业自我设限的关系研究

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摘要 为探讨师范专业女大学生成就动机、成就目标定向、成就归因与学业自我设限的关系,文章使用大学生学业自我设限问卷、成就动机量表、成就目标量表、学业成就归因量表对357名师范专业女大学生进行了测查。结果显示:情境归因、运气归因及避免失败的成就动机对学业自我设限具有很强的预测作用,情境归因、运气归因及避免失败的成就动机对学业自我设限有一定的影响。
作者 包海兰
机构地区 常州工学院师范学院
出处 《常州工学院学报（社会科学版）》 2012年第3期97-100,共4页 Journal of Changzhou Institute of Technology（Social Science Edition）
关键词 自我妨碍 学业自我设限 师范专业女大学生
分类号 G44 [哲学宗教—发展与教育心理学]
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参考文献6

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二级参考文献19

  • 1Tim Urdan,Carol Midgley.Academic Self-Handicapping: What We Know, What More There is to Learn[J]. Educational Psychology Review . 2001 (2)
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共引文献1

常州工学院学报（社会科学版）
2012年 第3期

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