A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement
A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement
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成就动机、目标导向、内在兴趣和学术成就的模型
DOI：
10.2466/pr0.2001.88.1.123
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发表时间：
2001
影响因子：
2.3
通讯作者：
H. Yamauchi
中科院分区：
文献类型：
--
作者：
A. Tanaka;H. Yamauchi
本研究以日本一所女子高中的157名十年级和135名十一年级学生为被试，考察了接近和回避成就动机（成功动机和避免失败动机）对三种目标取向（掌握目标、成绩接近目标和成绩回避目标）的影响，以及目标取向对内在学习兴趣和学业成绩的影响。结构方程模型表明，掌握目标主要来源于成功动机，但避免失败动机与掌握目标之间也存在正相关关系;成绩-接近目标既与成功动机相关，又与避免失败动机相关。成绩回避目标主要来自避免失败的动机，而成功动机与成绩回避目标之间存在正相关;掌握目标与内在兴趣和学业成绩之间存在正相关，成绩接近目标和成绩回避目标对内在兴趣和学业成绩均无显著影响。
This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.
影响因子：
4.9
作者：
PINTRICH, PR;DEGROOT, EV
通讯作者：
DEGROOT, EV
影响因子：
4.9
作者：
AMES, C;ARCHER, J
通讯作者：
ARCHER, J
影响因子：
16.4
作者：
DWECK, CS
通讯作者：
DWECK, CS