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大学生情绪智力、成就动机及学业成绩量化研究 总被引：5，自引：0，他引：5
应用情绪智力量表(EIS)、成就动机量表(AMS)等随机调查的方式探究是否担任过学生干部、是否独生子女对大学生情绪智力、成就动机、学业成绩方面的影响及情绪智力与成就动机、学业成绩之间的关系.其结果表明:担任过学生干部的同学情绪智力水平显著高于未担任过学生干部的同学;是否独生子女对情绪智力没有显著影响;大学生情绪智力和成就动机显著正相关,和学业成绩不存在显著相关. 相似文献
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许国喜 《教学研究(河北)》2014,37(5):85-87
通过对河北省社会体育专业大学生进行随机抽样,完成《成就动机量表》和《学业自我效能感问卷》的测验,结合其学业成绩进行学业自我效能感、成就动机和学业成绩关系的研究。结论表明,社会体育专业大学生的学业自我效能感和成就动机水平对学业成绩不具有显著的影响;学业自我效能感和学业成绩的相关表现出了年级的差异;社会体育专业女生的学业成绩显著高于男生的学业成绩。 相似文献
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梁静 《呼伦贝尔学院学报》2014,(6):75-79
本文采用问卷调查法,对呼伦贝尔学院大学生的成就动机状况进行专门研究,通过SPSS16.0对数据进行处理,结合深度访谈法得出结论如下：男大学生追求成功的动机高于女生;大学四年中,学生成就动机没有显著变化;艺体师范类与理工非师范类学生追求成功的动机更为强烈;外貌自评可以成为大学生成就动机的一个线索;学业成绩相对较差的学生避免失败的动机较强。 相似文献
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教育心理学研究证明,学生成就动机的水平与学业成绩有显著的正相关。即成就动机水平较高的学生学习成绩较好,反之亦然。学习成绩好的学生,成就动机水平普遍高于成绩差的学生,那些智力发展正常而内在动力不足造成的学业成绩落后的学生,主要是由于他们的学习活动缺乏成就动机的支持。因此,重视激发学生的学习成就动机,提高成就动机水平,对提高教学质量至关重要。下面就这一问题略陈管见。 一、学生学习成就动机的概念及其主要内容 成就动机是指一个人对自己认为重要的、有价值的事,乐于去做并力求达到成功的一种内在动机。学生学习活… 相似文献
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为探讨老边穷地区高中生时间管理倾向的特点，时间管理倾向与学生学业成绩的关系以及自我价值感、成就动机和内外控对时间管理倾向的综合影响，对重庆市城口县270名高中学生的问卷调查表明：（1）高中生在时间效能感上存在显著的年级差异，高一男生的时间价值感水平显著高于高二男生，在高二年级中，女生的时间价值感水平显著高于男生；（2）高中生时间效能感对学业成绩具有一定的预测作用，时间价值感和时间监控观通过时间效能感对学业成绩产生影响；（3）自我价值感、心理控制源和成就动机与时间管理倾向存在显著的相关，自我价值感、心理控制源以成就动机为中介变量对高中生的时间管理倾向产生显著的间接效应。 相似文献
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文章考察了大学生成就动机、成就(包括学习成绩和社会成就)和心理健康之间的关系,探究了背景不同的大学生在成就动机、学习成绩、社会成就和心理健康等方面的差异.结果发现:不同性别大学生在成就动机和学习成绩方面均存在显著性差异,学生干部成就动机和社会成就显著高于普通学生;大学生成就动机与社会成就存在显著正相关,和学习成就不存在显著相关,对心理健康有较强的预测力. 相似文献
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目的:探讨维吾尔族大学生成就动机的特点及与中国汉语水平考试的关系。方法:使用成就动机量表(AMS)对244名维吾尔族大学生进行调查。结果:维吾尔族大学生的成就动机水平在年级和城乡维度上存在显著差异,维吾尔族大学生的成就动机与其中国汉语水平考试相关不显著。结论:低年级维吾尔族大学生的成就动机高于高年级维吾尔族大学生的成就动机;来自农村维吾尔族大学生的成就动机高于来自城市的维吾尔族大学生;维吾尔族大学生的成就动机与中国汉语水平考试关系不大。 相似文献
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体育大学生自我效能感与成就动机关系研究 总被引：3，自引：0，他引：3
王勇 《洛阳师范学院学报》2006,25(5):109-111
运用自我效能感的原理和麦克利兰的成就动机理论,对体育专业大学生进行了自我效能感和成就动机的关系研究.结果表明,女生成就动机水平显著地高于男生.学业自我效能感两个因子均与追求成功的动机呈显著正相关.因此,培养、激发体育专业大学生的自我效能感和成就动机水平对于提高大学生的学业成绩具有重要意义. 相似文献
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Susan M. Brookhart 《Educational Assessment》2013,18(4):268-296
Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. Graded achievement reflects students' broad accomplishment of classroom and school learning goals, including goals about how to learn. Both high school and elementary grades contain information about school achievement that includes being socialized into the way learning happens in classrooms. Graded achievement reflects specific course learning goals and therefore varies according to subject; academic course grades align more closely with tested achievement than noncore course grades. Graded achievement also reflects individual teachers' grading practices and emphases about what is important to learn. Report card grades can be reliable and valid measures of graded achievement, but may not be depending on individual teachers' grading practices. 相似文献
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Esther Dean Callard 《Journal of Experimental Education》2013,81(4):14-23
The relationship between achievement motive, as measured by tendency to resume a challenging task, and maternal expectancies regarding achievement was tested in a sample of 80 four-year-olds. Results indicated that the number, magnitude, and direction of relationship differed according to sex and social class variables. Boys and girls in the lower class tended to exhibit higher achievement motive when the mother indicated moderate, rather than extreme, expectancies. In the upper class, girls had higher achievement motive when mothers believed in early training for achievement and expressed controlling attitudes, while higher achievement motives in boys were associated with late ages for achievement-inducing. Reasons for differential conditioning effect of sex and social class are discussed. 相似文献
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Chiungjung Huang 《Educational Psychology Review》2011,23(3):359-388
This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions.
Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery
approach goals with positive achievement emotions and those between performance avoidance goals and negative achievement emotions
were large based on Cohen’s guidelines. The correlations of performance approach goals with positive and negative achievement
emotions were comparable. The variation in the correlations between achievement goals and achievement emotions can be explained
by achievement emotion indicators. The correlations of mastery goals with enjoyment and interest were larger than those with
anxiety. 相似文献
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Achievement Goals and the Hierarchical Model of Achievement Motivation 总被引：13，自引：0，他引：13
The achievement goal approach has attained prominence in the achievement motivation literature and has produced a valuable empirical yield. However, the precise nature of the achievement goal construct is in need of scrutiny, as is the issue of how achievement goals and their antecedents combine to produce competence-based self-regulation. In this article, we address these important conceptual issues in the context of the hierarchical model of achievement motivation. The approach–avoidance distinction, which has been an integral part of the achievement motivation literature since its inception, is highlighted throughout. 相似文献
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Measures of needs for achievement and variety seeking were obtained from students who chose an honors program of independent research during their junior and senior college years and from students with equivalent high grades who chose not to be in honors. The measures of need for achievement from the California Personality Inventory (CPI) and the Edwards Personal Preference Schedule (EPPS) both correlated significantly with choice of an honors curriculum. Scores on the Zukerman Sensation-Seeking scale (SS-scale) and grade point average (GPA) did not correlate with choice of an honors curriculum. 相似文献
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The purpose of the study was to determine whether a subject weighted (SW) multiple-choice test taking procedure would result in higher and more reliable scores than the conventional (C) multiple-choice test taking procedure in general and at different levels of risk taking. A 25-item statistics test was administered twice to 122 graduate students. The differences between means and the differences between reliabilities for the SW and C scores in general and at different levels of risk taking were not statistically significant, p < .05. Some additional information on the SW procedure was also reported. The implications for the practitioner are that the SW multiple-choice test taking procedure has not provided sufficient evidence to warrant its use at this time. 相似文献
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Phillip Shaw 《College Teaching》2013,61(4):229-233
Abstract This essay argues in favor of college instructors, especially in introductory classes, giving students the freedom to use Wikipedia entries in their research projects. It explores the pedagogy created by rigid prohibitions of potential sources, and argues that at stake are two chief dichotomies: one, students learning by engaging in a process vs. students producing a product, and two, students thinking individually and evaluating vs. students following rules. Within the discussion of these dichotomies is a call for instructors to emphasize evaluation of the content of research material rather than an author's credentials or other external markers. 相似文献