中学生家长目标、课堂目标结构与个体目标定向及学业成绩的关系

Parent Goals, Classroom Goal Structures, Personal Achievement Goal Orientations and Academic Performance for Middle School Students

研究以930名中学生为被试,采用问卷调查法,考察了其家长目标、课堂目标结构与个体目标定向及学业成绩的关系。结果发现:(1)个体掌握—接近目标和成绩—接近目标正向预测成绩,个体成绩—回避目标负向预测成绩且作用最大;(2)家长目标和课堂目标结构主要通过个体目标定向来影响成绩;(3)家长掌握目标通过个体掌握—接近目标和成绩—接近目标正向预测成绩,家长成绩目标不仅可以通过个体成绩—回避目标负向预测,也可以直接负向预测成绩;(4)课堂掌握目标通过个体掌握—接近目标正向预测成绩,课堂成绩目标结构通过个体成绩—回避目标负向预测成绩。

To investigate the relationship between parent goals, classroom goal structures, personal achievement goal orientations and academic performance, a questionnaire was administered to 888 middle school students. Results indicated that the achievement performance was positively predicted by personal masteryapproach orientation and performance-approach orientation, and negatively predicted by performance-avoidance orientation. Perceived parent goals and classroom goal structures had an influence on academic performance through personal goal orientations. Specifically, perceived classroom mastery goal structure positively predicted performance through personal mastery-approach orientation, while classroom performance goal structure predicted performance through personal performance-avoidance orientation negatively. Perceived parental mastery goal positively predicted performance through personal mastery-approach and performanceapproach orientations, and parental performance goal negatively predicted performance both directly and through personal performance-avoidance orientations indirectly.