MOTIVATIONAL PROCESSES AFFECTING LEARNING
MOTIVATIONAL PROCESSES AFFECTING LEARNING
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DOI：
10.1037/0003-066x.41.10.1040
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发表时间：
1986-10-01
影响因子：
16.4
通讯作者：
DWECK, CS
中科院分区：
文献类型：
--
作者：
DWECK, CS
描述激励过程如何影响孩子的获取，转移和使用知识和技能。最近的研究在社会认知框架内说明了适应性和适应不良的动机模式，并提出了一个基于研究的模型的动机过程，显示如何特定的性能或学习目标的儿童追求的认知任务塑造他们的反应，成功和失败，并影响他们的认知性能的质量。实践和干预措施的设计，以改变适应不良的动机过程的影响。有人建议，动机模式可能有助于性别差异的数学成绩和经验为基础的干预措施，可以防止目前的成绩差异，并提供了一个基础，更有效的社会化。(79参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Describes how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization.(79 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)