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中小學(xué)生學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效關(guān)系研究
中小學(xué)生學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效關(guān)系研究
A Study of the Relationship between Learning Motivation and Their Academic Achievements for Middle and Primary Students
內 容 提 要
學(xué)習動(dòng)機（Learning Motivation）是指直接推動(dòng)學(xué)生進(jìn)行學(xué)習的一種內部動(dòng)力，是激勵和指引學(xué)生進(jìn)行學(xué)習的一種需要。學(xué)業(yè)績(jì)效是指學(xué)生的學(xué)習成績(jì)和效能。
中小學(xué)教育教學(xué)實(shí)踐中，如何激發(fā)學(xué)生學(xué)習動(dòng)機、提高學(xué)生學(xué)業(yè)績(jì)效、促進(jìn)學(xué)生全面發(fā)展，越來(lái)越受到家庭、學(xué)校、社會(huì )的普遍關(guān)注。本文在整合學(xué)習動(dòng)機理論的基礎上，研究中小學(xué)生學(xué)習動(dòng)機的特征及與其學(xué)業(yè)績(jì)效的相互關(guān)系和發(fā)展規律，并提出了相關(guān)的教育建議。這既有利于中小學(xué)教育教學(xué)實(shí)踐，有效激發(fā)學(xué)生學(xué)習動(dòng)機，提高學(xué)業(yè)績(jì)效；也有利于家庭和社會(huì )對中小學(xué)生學(xué)習的進(jìn)一步關(guān)注,具有一定的理論價(jià)值和重要的現實(shí)意義。
綜觀(guān)國內外關(guān)于學(xué)生學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效的研究，中小學(xué)生學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效關(guān)系的研究是教育學(xué)、心理學(xué)一個(gè)非常重要的研究課題，大多以某一動(dòng)機理論為基礎，從學(xué)生學(xué)習動(dòng)機的不同維度、不同角度、不同背景出發(fā)，力圖發(fā)現學(xué)生學(xué)習動(dòng)機與學(xué)習績(jì)效之間的關(guān)系。這些研究成果為進(jìn)一步的研究提供了很好的基礎和視角。
奧蘇貝爾學(xué)習動(dòng)機驅力論，“恰當地概括了學(xué)生學(xué)習的三種動(dòng)力來(lái)源”[1]，是具有較強的系統性、一致性和實(shí)踐性學(xué)習動(dòng)機理論。奧蘇貝爾指出：“一般稱(chēng)為學(xué)校情境中的成就動(dòng)機，至少應包括三方面的內驅力決定成份，即認知內驅力（cognitive drive）；自我提高內驅力(ego-enhancement drive)以及附屬內驅力(affiliative drive)。”[2]所謂認知內驅力，就是指學(xué)生渴望認知、理解和掌握知識，以及陳述和解決問(wèn)題的需要。自我提高內驅力是一種通過(guò)自身努力，勝任學(xué)習，取得一定的成就，從而贏(yíng)得一定的社會(huì )地位的需要。附屬內驅力是指學(xué)生為了贏(yíng)得家長(cháng)或教師的認可或贊許而努力學(xué)習，取得好成績(jì)的需要。他同時(shí)認為，學(xué)生學(xué)習成就動(dòng)機中的認知內驅力、自我提高內驅力和附屬內驅力，隨著(zhù)學(xué)生不同年齡、不同性別、不同民族和不同人格結構，也隨著(zhù)這些因素的變化而變化。
國內對奧蘇貝爾學(xué)習理論在教育學(xué)領(lǐng)域的研究頗多（“同化”、“先行組織者”、“有意義學(xué)習”等），但是，我們目前尚未發(fā)現有應用其學(xué)習動(dòng)機驅力理論，研究中小學(xué)生學(xué)習動(dòng)機特征、發(fā)展規律及其與學(xué)生學(xué)業(yè)績(jì)效關(guān)系的實(shí)證研究。因此，運用奧蘇貝爾學(xué)習動(dòng)機驅力理論，研究中小學(xué)生學(xué)習動(dòng)機的特征，探討中小學(xué)生學(xué)習動(dòng)機與學(xué)生學(xué)業(yè)績(jì)效之間的關(guān)系，也正是本研究的一次新的嘗試。
一、研究結論
本研究以?shī)W蘇貝爾學(xué)習動(dòng)機驅力理論為基礎，自編中小學(xué)生學(xué)習動(dòng)機問(wèn)卷。對湘潭（城市）、婁底（農村）部分中小學(xué)3、4、5、6、7、8、9、10、11等9個(gè)年級的1134名中小學(xué)生進(jìn)行了問(wèn)卷調查。研究結果表明：
1.中小學(xué)生的性別、城鄉差異以及父母文化程度等因素影響其學(xué)習動(dòng)機。從性別因素看，中小學(xué)生的學(xué)習動(dòng)機，不管是認知內驅力、自我提高內驅力還是附屬內驅力，女生高于男生；從城鄉差異看，城市學(xué)生高于農村學(xué)生；從父母文化程度看，不論是父親的文化程度，還是母親的文化程度，父母文化程度對子女學(xué)習動(dòng)機的影響明顯。
2.中小學(xué)生學(xué)習動(dòng)機及各驅力的水平隨著(zhù)年級的升高存在下降趨勢。同時(shí)，中小學(xué)生（小學(xué)三年級到高中二年級）學(xué)習動(dòng)機的發(fā)展呈現出階段性差異的特征。在小學(xué)階段的三年級到五年級有波動(dòng)，先降后升，而且特征明顯；在中學(xué)階段，初中三年級到高中一年級有略微上升趨勢，然后下降。
3.中小學(xué)生學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效的關(guān)系表現為顯著(zhù)正相關(guān)。其相關(guān)性表現為：整體性相關(guān)；階段性相關(guān)；年級相關(guān)。整體性相關(guān)表明：從小學(xué)、初中到高中，學(xué)生學(xué)習動(dòng)機以及認知內驅力、自我提高內驅力以及附屬內驅力對學(xué)業(yè)績(jì)效的影響力是不一樣的，即認知內驅力最強、自我提高內驅力次之，附屬內驅力最弱。階段性相關(guān)以及年級相關(guān)表現在：小學(xué)階段，三、四年級學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效有顯著(zhù)正相關(guān)，五年級存在不同程度的相關(guān)，六年級只有自我提高內驅力與其學(xué)業(yè)績(jì)效有顯著(zhù)正相關(guān)。初中學(xué)階段，學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效均呈顯著(zhù)正相關(guān)。初中一年級學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效有顯著(zhù)正相關(guān)，初中二年級有學(xué)習動(dòng)機、認知內驅力、自我提高內驅力與其績(jì)效有顯著(zhù)的正相關(guān)，初中三年級只有學(xué)習動(dòng)機、認知內驅力與其績(jì)效有顯著(zhù)的正相關(guān)。高中階段，只有高一年級的認知內驅力與其績(jì)效有顯著(zhù)的正相關(guān)。同時(shí)，中小學(xué)生不同年級學(xué)業(yè)績(jì)效的低績(jì)效組與高績(jì)效組對學(xué)習動(dòng)機及各維度的作用與影響上也是非常明顯的。
二、原因分析
1.中小學(xué)生學(xué)習動(dòng)機性別差異的原因。有的研究認為，傳統中國社會(huì )和文化中，女孩比男孩更順從家長(cháng)和老師的教育和期望，加之女生在生理和心理上早熟于男生，在學(xué)習中易于體現出積極的學(xué)習動(dòng)機。我們認為，造成中小學(xué)生學(xué)習動(dòng)機女生明顯地高于男生的主要原因是由于男、女生成熟期的差異所致。生理成熟期的差異表現為女生較男生早（如性成熟，生理學(xué)上認為，女生往往比男生早8-12個(gè)月甚至更多），這種差異可能導致中小學(xué)生在學(xué)習心理、學(xué)習認知以及學(xué)習動(dòng)機和學(xué)習行為上的差異。
2.中小學(xué)生學(xué)習動(dòng)機城鄉差異的原因主要在于：其一，就學(xué)習的環(huán)境和條件而言，城鄉學(xué)校的差別是明顯的。其二，相對城市學(xué)生而言，農村學(xué)生中的“隔代教育”現象非常普遍，這是造成中小學(xué)生學(xué)習動(dòng)機差別的主要原因。所謂隔代教育，指的是學(xué)生在學(xué)校教育之外，學(xué)生不是由父母而是由祖輩監護時(shí)所受到的教育，如父母外出工作或離異等。其三，家庭關(guān)系的影響。周愛(ài)保等人的研究[3]認為，在我國的家庭關(guān)系上，父母更多的是從生活方面對孩子的關(guān)心，在學(xué)習方面大多只涉及到孩子學(xué)習目標的建立等宏觀(guān)方面的影響，而對其具體的學(xué)習過(guò)程較少關(guān)注。我們認為，這方面的差異，農村家庭尤顯突出。
3.不同文化程度的父母對子女所采用的教養方式及態(tài)度是導致學(xué)生學(xué)習動(dòng)機差異的主要原因。首先，文化程度較高的父母更多采用的是以情感溫暖和關(guān)愛(ài)的養育方式，即使子女在學(xué)習和時(shí)候上遇到困難，父母大多能給他（她）以積極的支持，并能以“朋友”的身份與他（她）進(jìn)行思想交流。文化程度較低的父母則更多的是采用專(zhuān)制型的教養方式，他們在對子女的教育過(guò)程中，特別是孩子遇到困難時(shí)，更多的是采用比較、諷刺、否認甚至嚴厲懲罰的方式，這種教養方式不利于孩子學(xué)習心理的健康發(fā)展，影響孩子良好的學(xué)習動(dòng)機的形成。其次，父母文化程度高對孩子學(xué)習的經(jīng)驗性影響更大。
4.中小學(xué)生學(xué)習動(dòng)機發(fā)展階段性差異的原因。學(xué)習動(dòng)機作為直接推動(dòng)學(xué)生進(jìn)行學(xué)習活動(dòng)的內部心理動(dòng)力，表現的是學(xué)生復雜而有規律的的心理現象和機制。如：中小學(xué)生生理、心理發(fā)展成熟的程度、水平及規律等。第一，從我國青少年思維發(fā)展的特點(diǎn)來(lái)看，已有研究表明[4]，我國小學(xué)生思維發(fā)展“隨年級的增高及不同性質(zhì)的智力活動(dòng)而發(fā)展變化”，“小學(xué)生思維發(fā)展的關(guān)鍵年齡，一般在四年級（10-11歲），或確切點(diǎn)說(shuō)是三至五年級之間”。第二，從我國青少年意志發(fā)展特點(diǎn)來(lái)看，小學(xué)生意志的自覺(jué)性、獨斷性、果斷性是低水平的，意志品質(zhì)的發(fā)展是不穩定的，“小學(xué)三年級迅速呈下降趨勢，……四、五年級出現增強現象”。因此，我們認為，小學(xué)生學(xué)習動(dòng)機發(fā)展的波動(dòng)規律也反映了小學(xué)生思維及意志發(fā)展的特點(diǎn)和規律。
三、教育建議
學(xué)習動(dòng)機作為推動(dòng)學(xué)生進(jìn)行學(xué)習活動(dòng)的內部心理動(dòng)力，學(xué)習動(dòng)機的形成和發(fā)展受環(huán)境和教育及中小學(xué)生自身等諸多因素的影響和制約。中小學(xué)生學(xué)習動(dòng)機與學(xué)業(yè)績(jì)效的關(guān)系具有顯著(zhù)正相關(guān)。同時(shí)，學(xué)習動(dòng)機是可以教育和培養的。根據本研究結果，提出了相關(guān)教育建議。
小學(xué)階段：認知內驅力、自我提高內驅力、附屬內驅力以及學(xué)習動(dòng)機在學(xué)生學(xué)習活動(dòng)中的表現力最強，因此，要注意保護和充分發(fā)揮他（她）們已有的動(dòng)機。
初中階段：一是提高中學(xué)生對學(xué)習價(jià)值的認識，引導他們對學(xué)習的正確理解；二是注意在教學(xué)情境中利用各種資源激發(fā)他們對學(xué)習的興趣，使他們自覺(jué)主動(dòng)地學(xué)習；三是關(guān)注學(xué)生學(xué)習動(dòng)機的分化，針對學(xué)生的個(gè)別差異，激發(fā)學(xué)生的學(xué)習能力感。
高中階段：針對高中學(xué)生學(xué)習動(dòng)機會(huì )受更多的更復雜的因素影響，如升學(xué)與就業(yè)、社會(huì )交往以及來(lái)自各方面的學(xué)習壓力會(huì )更大，因此，提高高中學(xué)生的抱負水平，激發(fā)學(xué)習動(dòng)機；引導高中學(xué)生專(zhuān)心致至學(xué)習，不受外界干擾，維持學(xué)習動(dòng)機；激勵他（她）們對學(xué)習的自信心，做到學(xué)習有目標、有計劃。這是激發(fā)他（她）們的學(xué)習動(dòng)機，提高其學(xué)業(yè)績(jì)效的有效途徑。
同時(shí)，“隔代教育”現象不只是農村學(xué)生教育的問(wèn)題，而應成為學(xué)校教育以及全社會(huì )共同關(guān)注的問(wèn)題。
關(guān)鍵詞：中小學(xué)生 學(xué)習動(dòng)機 動(dòng)機驅力理論 學(xué)業(yè)績(jì)效
Abstract
Learning motivation refers to an internal drive, which directly promotes students’ learning. It is also a need to stimulate and guide students’ learning. The academic achievement means the students’ learning results and proficiency.
Among the teaching practices in middle and primary schools, the families, schools and society are more and more concerned with how to stimulate the students’ learning motivation, improve their academic achievements and promote an all-round development. This thesis, based on the theories of learning motivation, studies the characteristics of the students’ learning motivation in middle and primary schools. It also studies the relationship between the characteristics of learning motivation and the students’ academic achievements and the development law as well. Furthermore, it puts forward some suggestions for education. This study is of much help for teaching practices in middle and primary schools, effectively stimulating the students’ learning motivation and improving their academic achievements. It is also of help for attracting the attention of the families and the whole society towards the learning of students in middle and primary schools. It is of both theoretical value and important significance of reality.
It is a very important topic in pedagogy and psychology to study the relationship between the students’ learning motivation and their academic achievements. Taking an overview of such studies both at home and abroad, most of the studies, based on one learning motivation theory, attempt to discuss the relationship between the students’ learning motivation and their learning results, from a variety of dimensions, perspectives and backgrounds of learning motivation. Such research results have provided a very good basis and perspectives for further studies.
D. P. Ausubel’s learning motivation theory, which is strongly systematic, integrating and practical, has “properly outlined the three drives of students’ learning”[1]. Ausubel points out: “The achievement drive in the school context generally includes at least three internal drives, namely cognitive drive, ego-enhancement drive and affiliative drive.”[2] Cognitive drive means a need eager to learn, understand and grasp the knowledge, and to state and solve the problems. Ego-enhancement drive is a need to win the position in society by the means of self-effort to learn and have made some achievements. Affiliative drive refers to the need to win parents or teachers’ praise through students’ own effort to achieve good academic records. Ausubel further notes that the three above drives changes with the students’ ages, sexes, nationalities and personality structure.
Domestic scholars have conducted researches of D. P. Ausubel’s learning motivation theory (such as “assimilation”, “anticipating organizer” and “meaningful learning”) in the field of pedagogy. However, no researches of substantial evidence have been found in the discussion of the characteristics of the students’ learning motivation, the development law and its relationship by applying Ausubel’s theory of learning motivation drive. Therefore, this study is an attempt of integrating the scholars’ previous researches of learning theories as well as an exploration of the substantial evidence to discuss the relationship between Ausubel’s theory of learning motive and middle schools and primary school students’ academic achievements.
I. Research conclusions
Based on Ausubel’s theory of learning motive drive, i.e. cognitive drive, ego-enhancement drive and affiliative drive, the author have made a questionnaire concerning the learning motivation of the students in middle and primary schools and issued it to 1134 students in middle and primary schools of both Xiangtan and Loudi cities. Research results show:
I). The factors affecting the students’ learning motive in middle schools and primary schools include gender, location in urban or rural areas, and the education background of the students’ parents. Regarding the gender, female students score higher than male ones in cognitive drive, ego-enhancement drive and affiliated drive. In other words, female students, with obvious difference, are better than male ones in learning motive. Regarding the location in urban and rural areas, urban students obviously score higher than those in rural area. Regarding the education background, parents have much affected their children’s learning motive. Besides, the education backgrounds of the parents are proportional to the students’ learning motive, i.e. if the parents receive higher education, their children’s learning motive tends to be more stimulated.
II). The students’ learning motive and the levels of the drives tend to descend with the school year being upgraded. At the same time, there shows stage differences in the development of the learning motive for the students in middle schools and primary schools (from Grade 3 in primary school to Grade 2 in senior middle school). Fluctuation in learning motive has been found from Grade 3 to Grade 5 in primary schools, showing a tendency of down and up with clear characteristics. At the stage of middle school, the learning motive from Grade 3 in junior middle school to Grade 1 in senior middle school goes slightly upward, and then downward.
III). The relationship between the students learning motive and their academic achievements are clearly relative. The relativity lies in its integration, stage and grade. Meanwhile, the lower and higher achievement groups have clear impact over the learning motive and the dimensions.
II. Analysis of the causes
I). Difference in learning motivation lies in the students’ genders. Some studies suggest that in traditional Chinese society and culture, female students tend to be more obedient to their parents and teachers’ education and expectation. Furthermore, female students are more psychologically and physiologically mature than male ones. The former ones show more enthusiastic learning motivation in learning. That female students’ learning motivation is higher than male ones, we believe, is caused by the their mature period, in which female students are earlier than male ones (e.g. regarding the sex maturity, female students are 8 to 12 months earlier than male ones, according to psychological theories). It is such difference in genders that leads to the students’ different learning psychology, cognition, motivation and act.
II). Difference in learning motivation lies in the students’ location in urban or rural areas. Firstly, as far as the learning environment and condition concerned, the difference in schools of urban and rural areas is obvious. Secondly, comparing with the urban students, the phenomenon of “children at home uneducated by their parents but by their grandparents instead” in rural areas are common. This is the main reason, which results in the difference in learning motivation. The so-called phenomenon of “children at home uneducated by their parents but by their grandparents instead” means that outside the school, students are supervised and educated by their grandparents instead of by their parents, who work outside their residence place or get divorced. Lastly, families may influence the students’ learning motivation. Researches done by Mr. Zhou Ai-bao[3] propose that in Chinese families, parents show more care about their children’s life instead of about their specific learning process, while parents show more influence over their children’s learning target.
III). Parents with different education background adopt different educational methods and attitudes towards their children’s learning. Parents with higher education background educate their children with warmth and care. Even if their children meet with difficulties in learning, parents give them sincere support and communicate with them as a “friend”. Parents with little education background adopt autocratic method to educate their children. Especially when their children meet with difficulties in learning, they are inclined to mock, negate or take severe discipline towards their children. In this way, their children’s learning psychology and motivation are much influenced. Besides, parents with higher education background can offer experiences for their children’s learning.
IV). Difference in learning motivation exists in the developmental stages. As the internal psychological drive to directly enhance students’ learning behavior, learning motivation is seen complicated and regular psychology and mechanism, e.g. the students’ physiological and psychological level and law. One the one hand, as far as the thinking development is concerned, researches[4] show that “the Chinese primary pupils’ thinking development is changed with learning grades and different intellectual behavior”, and “the crucial stage for the primary pupils to develop their thinking is generally at the Grade 4 (aged 10-11), or to be exact, between Grade3 and Grade 4.” On the other hand, as far as the students’ willpower development is concerned, primary pupils are less conscious, courageous and resolute, and their willpower personality is unstably developed. Therefore, we think that the feature and law of their development in thinking and willpower embody the fluctuation of primary pupils’ learning motivation.
III. Suggestions for education
Being the internal psychological drive to directly enhance students’ learning behavior, the formation and development of learning motivation have been influenced and restrained by many factors, such as the environment, education and students themselves. The relationship between learning motivation of middle and primary students and their academic achievements is proportionally relative. Meanwhile, learning motivation can be trained and cultivated. In light with my research results, this paper puts forward some suggestions for education.
At the stage of primary school: cognitive drive, ego-enhancement drive, affiliative drive and learning motivation are strongly demonstrated in students’ learning. Thus, we should protect their motivation and give a full play to it.
At the stage of junior middle school: firstly, we should enhance the students’ recognition of learning value and guide them to have a correct understanding of learning; Secondly, we should stimulate their interest of learning by using a variety of resources in teaching context, so that they will learn actively and consciously; and lastly, we should pay much attention to students’ differentiation of learning motivation and improve their learning competence according to their individual difference.
At the stage of senior middle school: students’ learning motivation is influenced by much more complex factors, such as pressures from entering and seeking an employment, social communications and from other aspects. Therefore, we should enhance their ambition and activate their learning motivation. We should guide the students to concentrate themselves on learning and keep their learning motivation with no interference from the outside world. We should also encourage them to be confident, targeted and well-planned in learning. The above suggestions are the effective way to stimulate their learning motivation and improve their academic achievements.
Furthermore, the phenomenon of “children at home uneducated by their parents but by their grandparents instead” is not the issue merely existed in the rural students. Such phenomenon should be concerned jointly by the school education and the whole society.
Key words: students in middle schools and primary schools; learning motive; theory of learning motive drive; academic achievements
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