学习科学与研究方法

高中生学习动机发展模态及其对学业成绩的影响

  • 姜怡
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  • 华东师范大学教育学部教育心理学系,上海,200062

网络出版日期: 2022-10-27

基金资助

国家自然科学基金面上项目“内外动机对青少年学习的影响:行为和神经机制研究(62177045)”

Developmental Trajectory of High School Students’ Academic Motivation and Its Relation with Academic Achievement

  • Yi Jiang
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  • Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai 200062, China

Online published: 2022-10-27

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。

本文引用格式

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 . DOI: 10.16382/j.cnki.1000-5560.2022.11.007

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.

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