技校学生学习动机的潜在类别及其对主观幸福感的影响

The Potential Category of Students Learning Motivation and their Influence on Subjective Well-being

通过潜在类别分析法对1 433名技校学生学习动机进行分类,探讨不同类型技校学生学习动机的特点及其对主观幸福感的影响。从广州市某高级技工学校整群抽取1 443名学生进行学习动机和主观幸福感的调查。结果显示:技校学生学习动机可以分成动机失衡型(52%)与动机均衡型(48%)2种,不同类型技校学生的学习动机(p<0.01)与主观幸福感(p<0.01)的差异显著,技校学生学习动机的潜在类别可以显著预测其主观幸福感(p<0.01)。结论可知,技校学生存在2种不同质的学习动机群体:动机失衡型与动机均衡型。动机失衡型技校学生的学习动机、生活满意度与积极情绪显著低于动机均衡型技校学生,且其消极情绪要显著高于动机均衡型技校学生,技校学生学习动机的潜在分类对其主观幸福感具有显著的预测作用。

The objective of this paper is through the latent class analysis method to classify 1433 technical school students learning motivation and to discuss the characteristics of different types of technical school students learning motivation and its influence on subjective well-being. The method used is that a total of 1,443 students were selected from a senior technical school in Guangzhou to study motivation and subjective well-being. The results are as the follows： the technical school students learning motivation can be divided into 2 kinds, i.e., the motivation imbalance type（52%） and the motives of balanced type（48%）; different types of technical school students learning motivation（p 0.01） and subjective well-being（p 0.01） are significantly different; the technical school students learning motivation of potential category can significantly predict subjective well-being（p 0.01）. The conclusion is that for the technical school students learning motivation groups, there are two different quality motivation imbalances and motivation is balanced; motive imbalance type technical school students＇ learning motivation, life satisfaction and positive emotions are significantly below motive balanced type technical school students, and the negative emotions to equilibrium type of technical school students are significantly higher than motives, while the technical school students＇ learning motivation of potential classification on the subjective well-being has significant predict effect.