高中生学习动机发展模态及其对学业成绩的影响

doi:10.16382/j.cnki.1000-5560.2022.11.007

摘要/Abstract

摘要：

高中教育作为义务教育与高等教育之间的桥梁，在我国的教育体系中起到关键的枢纽作用。学生在高中阶段能否形成良好的学习动机会对其今后的学业发展产生重要的影响。本研究采用纵向设计，通过交叉滞后分析，考察了694名高中生从高二到高三的一年间学业自我概念、学习兴趣价值和努力成本认知的动态相互作用关系及其对学业成绩的影响。结果发现，在数学学科，学业自我概念和努力成本认知存在负向的相互预测关系；高二下学期的努力成本认知也显著负向预测高三上学期的学习兴趣价值。在英语学科，各动机变量的发展呈现出相对独立性，仅高二上学期的学业自我概念显著负向预测高二下学期的努力成本认知。在两门学科中，学业自我概念都显著正向预测学业成绩，努力成本认知都显著负向预测学业成绩。潜变量调节分析进一步发现数学学科中学业自我概念和努力成本认知对学业成绩的预测存在显著的交互效应。这些结果表明，学习动机是影响高中生学业成绩的重要因素；同时，高中生的学习动机发展模态呈现出一定程度的动态变化，并且存在明显的学科化差异。

关键词: 学习动机, 学业成绩, 高中生, 追踪研究, 交叉滞后分析

Abstract:

As a bridge between compulsory education and higher education, high school education plays a vital role in Chinese education system. Whether students can establish adaptive motivational beliefs in high school significantly influences their future academic development. Using latent cross-lagged modeling, the present study investigated the longitudinal interrelation among self-concept, interest value, and effort cost in students’ academic achievement from grade 11 to 12 for both math and English domains. Results based on a sample of 694 Chinese high school students revealed significant reciprocity between self-concept and effort cost in math. In math, effort cost in the second semester of grade 11 also negatively predicted interest value in the first semester of grade 12. In English, the development of motivational beliefs is relatively independent, only self-concept in the first semester of grade 11 negatively predicted effort cost in the second semester of grade 11. In both math and English, self-concept positively predicted academic achievement, whereas effort cost negatively predicted academic achievement. Latent interaction analysis further revealed that there was significant interaction effect between self-concept and effort cost on achievement in the math domain. Findings of the present study highlight the importance of students’ motivational beliefs in influencing their academic achievement. In the meantime, the developmental trajectories of motivational beliefs are dynamic and demonstrate a clear pattern of domain-specificity.

Key words: academic motivation, achievement, high school students, longitudinal study, cross-lagged analysis

姜怡. 高中生学习动机发展模态及其对学业成绩的影响[J]. 华东师范大学学报(教育科学版), 2022, 40(11): 80-91.

Yi Jiang. Developmental Trajectory of High School Students’ Academic Motivation and Its Relation with Academic Achievement[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(11): 80-91.

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	数学			英语
	α	M	SD	α	M	SD	1	2	3	4	5	6	7	8	9	10
1.T1学业自我概念	0.87	2.94	1.08	0.91	3.33	1.27	—	0.63^**	?0.60^**	0.45^**	0.32^**	?0.43^**	0.58^**	0.41^**	?0.37^**	0.42^**
2.T1学习兴趣价值	0.93	4.13	1.08	0.96	4.15	1.31	0.47^**	—	?0.46^**	0.33^**	.45^**	?0.26^**	0.36^**	0.51^**	?0.27^**	0.33^**
3.T1努力成本认知	0.86	4.00	1.20	0.95	3.46	1.46	?0.42^**	?0.23^**	—	?0.32^**	?0.27^**	0.49^**	?0.34^**	?0.26^**	0.43^**	?0.32^**
4.T2学业自我概念	0.92	3.38	1.22	0.94	3.68	1.24	0.55^**	0.29^**	?0.31^**	—	0.61^**	?.30^**	0.44^**	0.35^**	?0.34^**	0.32^**
5.T2学习兴趣价值	0.95	4.16	1.17	0.96	4.26	1.20	0.27^**	0.46^**	?0.17^**	0.56^**	—	?0.21^**	0.34^**	0.53^**	?0.29^**	0.25^**
6.T2努力成本认知	0.93	3.69	1.31	0.96	3.36	1.38	?0.30^**	?0.19^**	0.42^**	?0.25^**	?0.10^*	—	?0.29^**	?0.20^**	0.49^**	?0.37^**
7.T3学业自我概念	0.91	3.45	1.18	0.92	3.75	1.20	0.52^**	0.30^**	?0.22^**	0.47^**	0.19^**	?0.26^**	—	0.59^**	?0.34^**	0.30^**
8.T3学习兴趣价值	0.95	4.27	1.12	0.95	4.32	1.12	0.34^**	0.48^**	?0.12^*	0.31^**	0.44^**	?0.20^**	0.53^**	—	?0.22^**	0.26^**
9.T3努力成本认知	0.93	3.73	1.35	0.96	3.29	1.36	?0.36^**	?0.16^**	0.41^**	?0.37^**	?0.26^**	0.46^**	?0.37^**	?0.17^**	—	?0.29^**
10.T4学业成绩	—	104.29	21.24	—	109.90	15.67	0.35^**	0.26^**	?0.21^**	0.22^**	0.14^**	?0.25^**	0.35^**	0.34^**	?0.26^**	—

	模型拟合							模型比较
模型	χ²	df	CFI	TIL	RMSEA	SRMR	模型	Δχ²/Δdf	ΔCFI
学业自我概念
M1 形态等值模型	188.627/219.810	51/51	0.960/0.948	0.948/0.933	0.062/0.069	0.033/0.034	/	/	/
M2 弱等值模型	202.475/225.987	57/57	0.958/0.948	0.951/0.940	0.061/0.065	0.034/0.034	M2-M1	2.31/1.03	?0.002/0.000
M3 强等值模型	208.769/232.111	63/63	0.958/0.948	0.956/0.946	0.058/0.062	0.034/0.034	M3-M2	1.05/1.02	0.000/0.000
学习兴趣价值
M1 形态等值模型	82.081/53.083	51/51	0.993/0.999	0.990/0.999	0.030/0.008	0.024/0.019	/	/	/
M2 弱等值模型	95.843/63.931	57/57	0.991/0.998	0.989/0.990	0.031/0.013	0.027/0.023	M2-M1	2.29/1.81	?0.001/?0.001
M3 强等值模型	101.411/65.932	63/63	0.991/0.999	0.990/0.999	0.030/0.008	0.027/0.023	M3-M2	0.93/0.33	0.001/0.001
努力成本认知
M1 形态等值模型	25.702/40.052	24/24	0.999/0.995	0.999/0.992	0.010/0.031	0.015/0.020	/	/	/
M2 弱等值模型	33.673/46.774	28/28	0.998/0.994	0.997/0.992	0.017/0.031	0.025/0.022	M2-M1	1.99/1.68	?0.001/?0.001
M3 强等值模型	34.431/47.912	32/32	0.999/0.995	0.999/0.994	0.010/0.027	0.025/0.022	M3-M2	0.19/0.28	0.001/0.001

	T4学业成绩
性别	?0.11^*/0.08^
年龄	?0.08/?0.08^**
家庭社会经济地位	?0.06/?0.07
T3学业自我概念	0.18^/0.20^
T3学习兴趣价值	0.21^**/0.11
T3努力成本认知	?0.18^/?0.17^
T3学业自我概念 × T3学习兴趣价值	?0.09/?0.11
T3学业自我概念 × T3努力成本认知	0.11^**/?0.05
T3学习兴趣价值 × T3努力成本认知	?0.00/0.02

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