初中生学业情绪和成就动机的相关研究

Research on the Academic Emotion and the Motivation for Achievement of Middle School Students

目的探讨不同性别、年级的初中生学业情绪与成就动机的关系,为学业情绪研究提供依据。方法选取279名初中生为调查对象,采用"青少年学业情绪问卷"和"成就动机量表",考察贵阳市初中生学业情绪的性别、年级差异以及学业情绪与成就动机之间的关系。结果初中女生在消极高唤醒、追求成功动机上得分为(58.47±9.62)和(50.35±6.87),男生分别为(54.80±10.78)和(48.45±6.97),女生高于男生,差异有统计学意义(P<0.01)。初一年级学生在消极高唤醒维度上的得分高于初二、初三学生;初一、初二学生在消极低唤醒维度上得分高于初三学生,差异均有统计学意义(P<0.01)。积极高唤醒与追求成功动机之间呈显著正相关(r=0.38,P<0.01);消极高唤醒和消极低唤醒与避免失败动机之间呈显著正相关(r分别为0.36和0.16,P<0.01);积极高唤醒与成就动机总分呈显著正相关(r=0.20,P<0.01)。消极高唤醒和积极高唤醒2个变量能够联合预测追求成功动机27.20%的变异量,消极高唤醒和消极低唤醒对避免失败动机有显著影响力。结论不同性别的学业情绪和成就动机有差异,不同年级的学业情绪有差异,消极高唤醒和积极高唤醒对追求成功动机具有预测作用。

Objective To discuss the relationship between the academic emotion and motivation for achievement of middle school students of different grades and genders so as to provide basis for the conduct of research on the academic emotion. Method To select 279 middle school students as the targets for research, and employ the questionnaire on the academic emotion of teenagers and the quantified diagram of motivation for achieve- ment to examine the gender and grade differences in the academic emotion as well as the relationship between academic emotion and motivation for achievement of the middle schools students of the Guiyang city. Results The scores of female middle school students on the passive high awakening and the motivation for achievement were （58.47± 9.62） and （50.35±6.87） respectively, while the scores of male students of the same categories were （54.80 ±10.78） and （48.45 ± 6.97） respectively. The numbers for the female students were higher than those of the male students, and the differences had statistical significance （P〈0.01）. The first year middle school students had a higher number than the second and the third year students on the dimensions of passive high awakening, while The first year and the second year students had a higher number than the third year students on the dimensions of passive low awakening, and the differences had statistical significance （P 〈0.01）. There was an apparent direct proportion between the active high awakening and the motivation for a- chievement （r=0.38, P〈0.01）, while an evident direct proportion also existed between passive high and low awakenings and the motivation for avoiding failure （r being 0.36 and 0.16, P〈0.01）. Furthermore, active high awakening and the total scores of motivation for achievement also had a direct proportion （r = 0.20, P 〈0.01）. The two variables of passive high awakening and active high awakening in combination were able to pre- dict the amount of change of the motivation for achievement that was 27.20 %. The passive high awakening and passive low awakening had a notable influence on the motivation for avoiding failure. Conclusion Different genders differ in academic emotion and motivation for achievement. Different grades differ in academic emo- tion. Passive and active high awakenings have a predictive effect on the motivation for achievement.