The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders' Behavioral and Emotional Engagement in Schoolwork
The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders' Behavioral and Emotional Engagement in Schoolwork
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台湾八年级学生的自我决定和成就目标与学业行为和情感投入的关系
DOI：
10.1086/528974
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Shu
中科院分区：
文献类型：
--
作者：
Shu
在这项研究中，我研究了台湾初中学生对自主支持的看法与他们的动机特征以及这些结构解释学生学术参与的能力有关。共有343名八年级学生完成了一项自我报告调查，评估了他们对教师的自治支持的看法，成就目标取向，自我调节风格和行为，以及在学业中的情感参与。结果支持自决理论（SDT）的争论，当学生出于个人兴趣和个人意义学习时，他们在行为和情感上都更加全面地从事学业。此外，感知教师提供的更高自主支持水平的学生也报告了更多的适应性学习模式。在成就目标的影响方面，结果表明，当考虑到SDT的构建体时，精通掌握和避免绩效的目标对于解释台湾学生的学术功能仍然很重要。这项研究还记录了具有不同情感参与度不同的行为参与学生的概况。调查结果表明，与具有较低情感参与度较低的行为参与的学生相比，具有较高教师的自主支持的行为参与的学生报告了对教师的自主支持，确定的监管，内在动机和精通掌握的目标方向的看法更高。讨论了对教育和未来研究的影响。
In this study I examined how Taiwanese junior high school students' perceptions of autonomy support were related to their motivational characteristics, and the ability of these constructs to explain students' academic engagement. A total of 343 eighth-grade students completed a self-report survey assessing their perceptions of autonomy support from teachers, achievement goal orientations, self-regulatory styles, and behavioral as well as emotional engagement in schoolwork. Results supported the contention of self-determination theory (SDT) that, when students learn out of personal interest and personal relevance, they are more fully engaged in schoolwork, both behaviorally and emotionally. Moreover, students who perceived higher levels of autonomy support provided by teachers also reported more adaptive patterns of learning. In terms of effects of achievement goals, results suggested that, when constructs from SDT were accounted for, mastery-approach and performance-avoidance goals remained important for explaining Taiwanese students' academic functioning. This study also documented profiles of behaviorally engaged students with different levels of emotional engagement. Findings showed that behaviorally engaged students with higher levels of emotional engagement reported higher perceptions of autonomy support from teachers, identified regulation, intrinsic motivation, and mastery-approach goal orientation than did behaviorally engaged students with lower levels of emotional engagement. Implications for education and future research are discussed.
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