AUTONOMY IN CHILDRENS LEARNING - AN EXPERIMENTAL AND INDIVIDUAL DIFFERENCE INVESTIGATION
AUTONOMY IN CHILDRENS LEARNING - AN EXPERIMENTAL AND INDIVIDUAL DIFFERENCE INVESTIGATION
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DOI：
10.1037/0022-3514.52.5.890
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发表时间：
1987-05-01
影响因子：
7.6
通讯作者：
RYAN, RM
中科院分区：
文献类型：
--
作者：
GROLNICK, WS;RYAN, RM
91名五年级儿童参与了一项研究，评估了动机相关条件和个体差异对情感体验和学习任务表现的影响。两种定向学习条件，一种控制性条件和一种非控制性条件，进行了相互对比，并与第三种非定向、自发学习环境进行了对比。这两个定向集导致更大的死记硬背的学习相比，非定向学习条件。然而，非定向和非控制定向学习集导致更大的兴趣和概念学习相比，控制集，大概是因为他们更有利于自主性或内部感知的因果关系轨迹。此外，控制条件下的儿童经历了更多的压力，并在8-（±1）天的随访中证明了机械学习的严重恶化。自我调节问卷（Connell & Ryan，1985）测量的儿童在学校相关活动的自主性的个体差异也与结果有关，更多的自我决定的风格预测更大的概念学习。结果进行了讨论，在学习和发展的自主性和定向与非定向学习的问题的作用。
Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(±1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning.