成就目标定向的发展轨迹及其对中考的影响

Developmental Trajectories of Achievement Goal Orientation and Its Effect on Mid-Term Examination

目的:考察成就目标定向在初中阶段的发展轨迹及其对中考成绩的影响。方法:采用成就目标定向量表对474名初中生进行为期三年的追踪研究,运用潜类别分析方法考察成就目标定向在初中阶段的发展轨迹以及亚群组分类,并用方差分析考察亚群组的中考成绩差异。结果:(1)成就目标定向的发展轨迹存在个体差异,掌握目标定向分为"一降两不变"三组,表现-趋近目标定向呈现"一不变三下降"四组,表现-回避定向呈现出"一升一降"两组。(2)掌握目标定向亚群组间的中考成绩差异显著,恒高组的成绩最高,恒低组最低。(3)女生的成就目标定向优于男生。结论:半数以上中学生的成就目标定向呈现下降的趋势,初一的掌握目标定向水平越高,中考成绩越高。

Objective: The present study was to examine the trajectories of achievement goal orientation from Grade 7 to Grade 9, and its effect on academic achievement. Methods: A sample of 474 students participated in the a 3-year longitudinal study, and achievement goal orientation scale was used to examine students’ mastery, performance-approach and performance-avoidance goal orientation. Results:(1)Latent class analysis showed that three trajectories for mastery goals(High, Declining, Low), four trajectories for performance-approach(High-decline, Moderate-decline, High-deteriorate,low) and two trajectories for performance-avoidance(Increasing, Declining).(2)Mastery goal had a positive effect on academic achievement.(3)Girls had a higher level of mastery goal, performance-approach goal and a lower level of performanceavoidance goal than boys. Conclusion: The majority of students in junior high school show a decline in the academic achievement goal orientation with significant individual differences, and with a high level of mastery at Grad 7 in the Midterm Examination three years later.