成就目标定向在学业自我概念与学业成绩关系中的调节作用:基于内/外参照模型

The Moderating Effect of Achievement Goal Orientation on the Relationship between Academic Self-concept and Academic Achievement:Based on Internal/External Reference of Frame Model

为了探究成就目标定向在学业自我概念与学业成绩关系中的调节作用,采用语文学业自我概念量表、数学学业自我概念量表和成就目标定向量表对1515名初中生进行测查。结果显示:(1)初中生语文-数学学业自我概念建构过程符合内/外参照模型(Internal/External Frame of Reference Model,I/EM);(2)掌握回避对I/EM的维度比较路径存在调节作用,掌握回避得分越高越易受维度比较效应的影响,该现象对于语文成绩和数学成绩相对差的学生更明显;(3)成绩回避对I/EM的社会比较路径存在调节作用,成绩回避得分越高越不易受社会比较效应的影响,该现象对于语文成绩和数学成绩相对好的学生更明显。本研究揭示了持有不同成就目标定向的初中生在学业自我概念建构过程中的差异,对引导初中生建构积极学业自我概念具有重要启示。

To explore the moderating effect of achievement goal orientation on the relationship between academic self-concept and academic achievement.Chinese Academic Self-concept Scale,Mathematics Academic Self-concept Scale and Achievement Goal Orientation Scale were used to measure 1515 junior high school students.Results were as follows:(1)Junior middle school students’construction in Chinese and math self-concept conformed to the theoretical hypothesis of the internal-external reference model(I/EM);(2)Mastery avoidance had a moderating effect on the dimension comparison path of I/EM.Students with higher mastery avoidance scores were more susceptible to the dimension comparison effect,which was more obvious for students with relatively poor performance in Chinese and math;(3)Achievement avoidance had a moderating effect on the social comparison path I/EM.Students with higher score of achievement avoidance were less susceptible to the social comparison effect,which was more obvious for students with better performance in Chinese and math.This study reveals the differences in the process of constructing junior high school students’academic self-concept with different achievement goal orientation,which has certain practical significance for guiding junior high school students to construct positive academic self-concept.