摘要
本研究以209名高一学生为研究对象,根据他们在内、外部动机量表上所测的得分,将他们分为高学习动机、低学习动机、内部动机为主、外部动机为主等四种动机类型。通过比较四类动机的学生在学习策略、学习焦虑上的表现,试图从认知和情感两个方面对不同动机类型的学习适应性进行初步探讨。结果表明:在学习策略上,内部动机为主型与高学习动机型学生的得分显著高于其他两类学生;在学习焦虑上,外部动机为主型学生的得分显著高于其他三类学生,且高学习动机型学生的得分显著高于内部动机为主型的学生。根据这一结果,内部为主型动机可能带给学生更多的学习益处,学校教育也应重视学生学习动机的质。
In this study,a total of 209 high school students were divided into four groups: a high quantity motivation group,a low quantity motivation group,a primarily intrinsic motivation group and a primarily extrinsic motivation group. The scores of their learning strategies and anxiety were compared to examine the academic functioning of different types of motivation. Higher level of learning strategies was found for the students in the primarily intrinsic and high quantity groups than that of the students in the other two groups. In addition,the primarily extrinsic group reported the highest level of learning anxiety,and the high quantity group reported more learning anxiety than did the primarily intrinsic group. The results suggest that the primarily intrinsic motivation seems to yield more learning benefits. For this,the educators should pay more attention to the "quality"of students' motivation.
出处
《福建师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2018年第1期154-159,共6页
Journal of Fujian Normal University:Philosophy and Social Sciences Edition
基金
福建省教育厅社会科学研究项目(编号:JAS14109)
