摘要
综述了五十年代以来西方教育心理学界对中小学生的学业成就、能力知觉、控制知觉和动机定向之间关系的研究、研究结果表明；学生的学业成就、能力知觉（包括能力评价和能力情感）、控制知觉（包括不可知控制和内控－依赖他人）和动机定向之间的关系以不可知控制为中心，存在着不同程度的因果关系及发展差异．这个结论对如何在教学中提高学生的学习效率有着重要的理论和实践意义。
This article sums up tile researches on the relationship among academic achievement, perceived competence, percaived control .and motivational orientation of middle school and primary school students done by western educational psychologists since tile 1950s. Their researches show that there are different reliltionships among academic aChievement, percaived competence, perceived control, and motivational orientation. Moreover. illers are also developmental differences between primary school and middle school students. These results have importantt theoretical and practical significance for improving academic achievementlevel.
出处
《心理科学》
CSSCI
CSCD
北大核心
1995年第5期268-269,27+271+320,共5页
Journal of Psychological Science
基金
国家自然科学基金
关键词
学业成绩
自我概念
动机定向
academic achievement, motivational orientation.
