目标定向与进步反馈对优差生写作成绩影响的实验研究

An Experimental Study on Goal Orientation and Progress Feedback: Effects on the Writing Achievement of Excellent and Poor Writers

本研究以 2 4名优生和 2 4名学习困难学生 (以下简称差生或学困生 )为被试 ,通过实验探讨了目标定向与进步反馈对优差生写作成绩的影响。结果表明 :(1)目标定向和反馈对优生的写作成绩影响不显著 ;(2 )在成绩目标定向时 ,接受进步反馈的差生其作文成绩显著优于无进步反馈的差生 ;在掌握目标定向时 ,进步反馈对差生的影响不显著 ;(3)在无进步反馈时 ,掌握目标定向的差生其写作成绩显著优于成绩目标定向的差生 ;在给予进步反馈时 。

This study was conducted to investigate how goal orientation and progress feedback affect excellent and poor writers' writing achievement. 24 excellent writers and 24 poor writers participated. The results showed that (1)Goal orientation and progress feedback had no significant effects on excellent writers;(2)Progress feedback had a facilitative effect on poor writers who adopted a performance goal orientation, but it had no significant effects on poor writers who adopted a mastery goal orientation ; (3)Mastery goal orientation had a facilitative effect on poor writers when progress feedback wasn't given, but goal orientation had no significant effects on poor writers when progress feedback was given.