ACADEMIC INTRINSIC MOTIVATION IN ELEMENTARY AND JUNIOR-HIGH-SCHOOL STUDENTS
ACADEMIC INTRINSIC MOTIVATION IN ELEMENTARY AND JUNIOR-HIGH-SCHOOL STUDENTS
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DOI：
10.1037/0022-0663.77.6.631
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发表时间：
1985-12-01
影响因子：
4.9
通讯作者：
GOTTFRIED, AE
中科院分区：
文献类型：
--
作者：
GOTTFRIED, AE
通过3项研究探讨了学习内在动机对儿童教育的意义。研究1-3的学生分别为77名四年级学生和64名七年级学生; 260名4-7年级学生; 166名5-8年级的白色中产阶级学生。被试被测时使用AIM量表和学业焦虑量表。目标与学业成绩和学业能力知觉呈显著正相关，与AA呈显著负相关。研究结果支持的观点，目的是区分到学校的学科领域，也是对学校学习的一般取向。动机与能力感知和焦虑之间的关系因学科领域而异，而成就与一般动机的关系更为普遍。然而，数学动机成为数学成绩的独特预测因素。目的的意义，区分成科目，并作为一个总的方向进行了讨论。(33参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Investigated in 3 studies the significance of academic intrinsic motivation (AIM) for children's education. Ss for Studies 1–3 were 77 4th graders and 64 7th graders; 260 Ss in Grades 4–7; and 166 White middle-class Ss in Grades 5–8, respectively. Ss were administered an AIM inventory and an inventory of academic anxiety (AA). As predicted, AIM was found to be significantly and positively correlated with Ss' school achievement and perceptions of academic competence and negatively correlated with AA. Findings support the view that AIM is differentiated into school subject areas and is also a general orientation toward school learning. Relations between motivation and perception of competence and anxiety were differentiated by subject area, whereas achievement was more pervasively related to general motivation. Mathematics motivation, however, emerged as a unique predictor of mathematics achievement. The significance of AIM as differentiated into subjects and as a general orientation is discussed.(33 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)