Secondary student motivation orientations and standards-based achievement outcomes.
Secondary student motivation orientations and standards-based achievement outcomes.
复制标题
中学生的动机取向和基于标准的成就结果。
DOI：
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发表时间：
2009
影响因子：
3.7
通讯作者：
L. McKenzie
中科院分区：
文献类型：
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作者：
L. Meyer;J. McClure;F. Walkey;K. Weir;L. McKenzie
背景
个别学生的特点，如能力动机，成就价值观和目标取向已相关的有意义的方式，任务的实现。新西兰制定了基于标准的国家教育成就证书，目的是加强学生学习行为与成绩之间的联系。
目的
本研究旨在探讨高中生自我报告的动机取向和成就结果之间的相互关系，在NCEA，一个标准为基础，标准参考的评估系统。
样品
参与者是新西兰20所全国代表性中学的3，569名11- 13年级学生。
方法
调查数据进行因素分析，然后进行回归分析，以检查人口因素，自我报告的调查结果和NCEA成绩的关系。
结果
一些理论上有意义的自我报告的动机取向与实际成就密切相关，包括尽我所能（高成就）和做得足够（低成就）。这些维度因性别、种族和学区十分位数而异。
结论
这些研究结果说明了如何特定的设计功能的标准为基础的评估系统与学生的态度和成绩。他们还强调需要纵向研究，调查随着时间的推移，以及干预措施可能产生的影响，以改变动机和/或学术任务的表现模式。
BACKGROUND
Individual student characteristics such as competence motivation, achievement values, and goal orientations have been related in meaningful ways to task attainment. The standards-based National Certificate of Educational Achievement (NCEA) was developed in New Zealand with the intention of strengthening connections between student learning behaviours and achievement outcomes.
AIM
This study investigates interrelationships between self-reported motivation orientations and achievement outcomes on the NCEA, a standards-based, criterion-referenced assessment system for senior secondary students.
SAMPLE
Participants were 3,569 Year 11-Year 13 students at 20 nationally representative secondary schools in New Zealand.
METHOD
Survey data were factor analysed followed by regression analyses to examine relationships across demographic factors, self-report survey results, and NCEA achievement outcomes.
RESULTS
Several theoretically meaningful self-reported motivation orientations were strongly related to actual achievement including doing my best (high achievement) and doing just enough (low achievement). These dimensions varied by gender, ethnicity, and school zone decile.
CONCLUSIONS
These findings illustrate how particular design features of a standards-based assessment system relate to student attitudes and achievement. They also highlight the need for longitudinal research to investigate patterns over time as well as the possible impact of interventions to alter motivation and/or academic task performance.