留守初中生成就目标定向与社会支持的关系

The Relationship Between Achievement Goal Orientation and Social Support in Left-behind Students

目的:探讨留守初中生的成就目标定向与社会支持的关系。方法:采用社会支持问卷和成就目标问卷对贵州省某市267名留守初中生进行调查。结果:(1)留守初中生的社会支持在性别上存在显著差异,女生的社会支持显著高于男生(t=-5.379,P<0.001);(2)掌握趋近(t=-4.213,P<0.01)、掌握回避(t=-3.173,P<0.01)及成绩回避(t=2.562,P<0.05)存在显著的性别差异。在年级上,掌握趋近(F=9.926,P<0.001)存在差异,初一高于初二、初三;(3)成就目标与社会支持存在显著正相关(r=0.516,P<0.01),且掌握趋近和成绩趋近对社会支持及各维度有显著的正向预测作用。结论:成就目标定向会影响留守初中生社会支持的获得情况,社会支持的获得受掌握趋近和成绩趋近目标的影响最大。

Objective ：To investigate the relationship between achievement goal orientation and social support in left- behind students .Methods ：A total of 267 left - behind students in Guizhou province were investigated with two questionnaires ：Achievement Goal Orientation Inventory and Social Support Inventory .Results ：① There was a signifi-cant gender difference in social support of left - behind students ,girls＇ score was significantly higher than that of boys（t = -5 .379 ,P 〈 0 .001 ） .② There were significant gender differences in mastery - approach （t = -4 .213 ,P 〈0 .01） ,mastery - avoidance（t = -3 .173 ,P 〈 0 .01）and performance - avoidance （t = 2 .562 ,P 〈 0 .05） .Mastery - ap-proach （F = 9 .926 ,P 〈 0 .001）was significant difference in grades ,studants in grade 1 scored significantly higher than students in grade 2 and grade 3 .③ There was a significantly positive correlation between achievement goal and social support（r = 0 .516 ,P 〈 0 .01） ,mastery - approach and performance - approach could significantly positively predict social support .Conclusion ：Achievement goal orientation can affect the acquisition of social support of the left- behind students ,and social support is influenced by mastery - approach and performance - approach .