作　　者： ; ;

机构地区： 东北师范大学教育科学学院心理学系

出　　处： 《心理发展与教育》 2001年第2期1-6,18,共7页

摘　　要： 本研究以 982名初中学生为被试 ,采用验证性因素分析和多元回归方法对个人目标取向、课堂目标结构及文化因素与学业求助策略的关系进行研究。结果表明 :(1)个人目标取向可以区分出任务取向、趋向型自我取向和逃避型自我取向 ,它们对学业求助的影响是不同的 ,只有逃避型自我取向的学生才倾向于作不利于学习的执行性求助。 (2 )课堂目标结构对学业求助有影响 ,在任务取向的课堂里 ,学生倾向于作工具性求助。 (3)文化因素对学业求助有影响。认同中国求助格言的学生愿意作工具性求助 ,在意他人评价的学生倾向于回避求助或作执行性求助。 (4)个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。 The present study investigated the relationship between personal goal-orientation, calssroom goal structures, culture factors and academic help-seeking strategies. Nine gundred and eighty-two middle school students responded to a questionnaire. The following results were obtained:(1)Personal goal-orientation could be divided into task orientation, ego-approcah orientation and ego-avoidance orientation. They had different effect patterns on academic help-seeking, only those students with ego-avoidance orientation were lidely to do executive help-seeking. (2)Classroom goal structures had influence on with academic help-seeking, students who were in task-oriented calassroom were more likely to do instrumental help-seeking. (3)Culture factors had influence on academic help-seeking. Students who conformed to Chinese help-seeking proverbs were likely to do instrumental help-seeking. Students who were sensitive to others' evaluation were likely to avoid asking help or executing help-seeking.(4)The patterns of personal goal-orientation, classroom goal structures and culture factors on different graders' academic help-seeking were different.

关 键 词： 学业求助 课堂目标结构 学生 工具性求助 执行性求助 自我取向 个人目标 影响 关系研究 逃避

领　　域： [哲学宗教] [哲学宗教] [哲学宗教] [文化科学] [文化科学]