成就动机一致性对高中生学业拖延的影响

详细信息    查看官网全文

• 英文论文题名：Effect of the Congruency of Achievement Motive on Academic Procrastination of Senior High School Students
• 论文作者：崔树军 ; 黄哲千 ; 李瑛
• 英文论文作者：Cui Shujun ; Huang Zheqian ; Li Ying ; School of Psychology ; Shaanxi Normal University
• 年：2015
• 作者机构：陕西师范大学心理学院;
• 论文关键词：高中生 ; 内隐成就动机 ; 外显成就动机 ; 动机一致性 ; 学业拖延
• 英文论文关键词：Senior high school student ; Implicit achievement motive ; Explicit achievement motive ; Motive congruency ; Academic procrastination
• 会议召开时间：2015-10-16
• 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
• 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
• 语种：中文
• 分类号：G444
• 学会代码：ZGXG
• 会议名称：第十八届全国心理学学术会议
• 会议地点：中国天津
• 主办单位：中国心理学会
• 学会名称：中国心理学会
• 页数：3
• 文件大小：822k
• 原文格式：D
• 会议级别：全国

摘要

学业拖延是指学生将学习任务延后、推迟完成的行为或行为倾向,对学生有诸多消极影响。动机取向的学者认为,拖延是个体缺乏动机引发的计划与行动间的差距。然而,以往动机与拖延的关系探讨限于可自我意识的外显动机,未涉及个体潜意识层面的内隐动机,但两者与人格不同侧面相联系并预测不同的行为。因此,本研究选取西安市某3所普通高中168名在校生为被试,采用内隐联想测验、《成就动机量表》和《中学生学业拖延问卷》,探讨高中生内隐成就动机、外显成就动机的强弱及其一致性对学业拖延的影响。结果表明:(1)高中生内隐成就动机和外显成就动机相互独立,但两者以显著的交互作用影响学业拖延:低内隐动机组中,外显动机高低水平上的拖延差异不显著;而高内隐动机组中,高外显动机者的拖延水平显著低于低外显动机者。(2)以内隐和外显动机标准分数之差的绝对值作为动机一致性指标(值越大,动机分离越高)的回归分析发现,该值对学业拖延具有显著的正向预测作用,即学生的内隐、外显成就动机越不一致,拖延情况就越严重。(3)不同动机组合的学生,拖延水平存在着显著差异,拖延高低排列依次是:高内低外组>低内低外组>低内高外组>高内高外组;其中,高内高外组显著低于其他三组,高内低外组显著高于其他三组,低内低外组与低内高外组无显著差异。(4)与成绩较好的学生相比,成绩较差的高中生在学习计划的制定和完成方面无显著的拖延差异,而在学习任务的补救和总结上的拖延更为严重。基于Brunstein的"目标‐成就‐动机‐满足理论"和Kehr的"动机与意志补偿模型",本研究对上述结果进行了讨论,认为动机一致性是减少拖延的必备条件。因此,教师应该兼顾提高学生的内隐和外显成就动机,注重保持学生的动机一致性;并针对不同动机类型的个体采取相应措施,以最大限度地减少拖延。
Academic procrastination refers to the behavior or tendency to postpone learning task or delay the completion of it, which results in many negative effects on students. The motivation orientation scholars suggested that procrastination was a gap between planning and action due to the absence of motives. However, previous researches were confined to the self-perceived explicit motive; the subconscious implicit motives had been ignored. Meanwhile, the two sides of motivation are related to different personality aspects, and predict different behaviors. Therefore, the present study aimed at investigating the effect of whole motivation system on academic procrastination, with 168 high school students in Xi'an were selected, and Implicit Association Test, Achievements Motive Scale and Academic Procrastination Questionnaire were used. The results indicated that:(1) Implicit and explicit achievement motives were statistically independent, while the interaction effect between them was significant in their influence to academic procrastination, only in the high implicit motive group, the academic procrastination in high explicit group was lower than that of low group significantly.(2) The absolute value of the deviation between implicit and explicit motives standard points was used as a motive consistency index, and regression analysis pointed that the index can predict the procrastination positively, which means that the more serious of motive incongruence, the more procrastination behaviors would appear.(3) There was a significant difference in academic procrastination among different motive groups, with the high implicit/high explicit group had the least procrastination, and the high implicit/low explicit one had the serious one;(4) Higher procrastination students tended to a lower academic performance. Meanwhile, lower performance students had more serious academic procrastination in postponing remedying and summarizing of studying, but not the learning planning or the execution of it. Based on the hypothesis of goal-achievement-motive-satisfaction and the compensatory model of motive and volition, the present study explained the above results and confirmed that the congruence between implicit/explicit motives was essential to reduce procrastination effectively. Therefore, teachers should think about how to improve the students' implicit and explicit achievement motives synchronously, and pay attention to maintaining the consistency of the students' motives. Of course, it is necessary to take corresponding measures towards different types of motives among individuals.

引文