摘要
以农村小学四、五年级和初中一、二年级791名学生为被试,结果发现:(1)儿童、青少年的能力理论均与学习目标之间不存在显著相关,与成绩目标之间存在显著正相关,即他们越赞成能力固存观,越倾向追求成绩目标。(2)儿童的能力理论与学业成绩之间不存在显著相关,青少年的能力理论与学业成绩之间存在显著负相关,即他们越赞成能力固存观,学业成绩越低;越赞成能力发展观,学业成绩越高。(3)儿童、青少年的能力理论均可通过影响其成绩目标进而间接影响学业成绩。
Present studies have examined the relationships among theories of intelligence, achievement goals and academic achievements of rural children and adolescents with a sample of 791 fourth and fifth graders in primary schools, sixth and seventh graders in a middle school. It is found that： （1） Theories of intelligence of rural children and adolescents did not correlate with their learning goals, but positively conelated with their performance goals. Specifically, the more they endorse an entity theory, the more they tend to pursue performance goals. （2） Theories of intelligence of rural children do not correlate with their academic achievements, but adolescents＇ negatively correlated with them. Specifically, the more they tend to endorse an entity theory, the lower academic achievements are, and vise versa. （3） Theories of intelligence of rural children and adolescents exerts indirect effects on their academic achievements through its effects on performance goals.
出处
《山东师范大学学报（人文社会科学版）》
北大核心
2005年第6期148-151,共4页
Journal of Shandong Normal University(Humanities and Social Sciences)
基金
教育部人文社会科学基金资助项目(02JA880025)
关键词
能力理论
成就目标
学业成绩
theory of intelligence
achievement goal
academic
achievement
