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中小學(xué)生學(xué)習(xí)動機(jī)與學(xué)業(yè)績效關(guān)系研究
中小學(xué)生學(xué)習(xí)動機(jī)與學(xué)業(yè)績效關(guān)系研究
A Study of the Relationship between Learning Motivation and Their Academic Achievements for Middle and Primary Students
內(nèi) 容 提 要
學(xué)習(xí)動機(jī)（Learning Motivation）是指直接推動學(xué)生進(jìn)行學(xué)習(xí)的一種內(nèi)部動力，是激勵和指引學(xué)生進(jìn)行學(xué)習(xí)的一種需要。學(xué)業(yè)績效是指學(xué)生的學(xué)習(xí)成績和效能。
中小學(xué)教育教學(xué)實踐中，如何激發(fā)學(xué)生學(xué)習(xí)動機(jī)、提高學(xué)生學(xué)業(yè)績效、促進(jìn)學(xué)生全面發(fā)展，越來越受到家庭、學(xué)校、社會的普遍關(guān)注。本文在整合學(xué)習(xí)動機(jī)理論的基礎(chǔ)上，研究中小學(xué)生學(xué)習(xí)動機(jī)的特征及與其學(xué)業(yè)績效的相互關(guān)系和發(fā)展規(guī)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)實踐，有效激發(fā)學(xué)生學(xué)習(xí)動機(jī)，提高學(xué)業(yè)績效；也有利于家庭和社會對中小學(xué)生學(xué)習(xí)的進(jìn)一步關(guān)注,具有一定的理論價值和重要的現(xiàn)實意義。
綜觀國內(nèi)外關(guān)于學(xué)生學(xué)習(xí)動機(jī)與學(xué)業(yè)績效的研究，中小學(xué)生學(xué)習(xí)動機(jī)與學(xué)業(yè)績效關(guān)系的研究是教育學(xué)、心理學(xué)一個非常重要的研究課題，大多以某一動機(jī)理論為基礎(chǔ)，從學(xué)生學(xué)習(xí)動機(jī)的不同維度、不同角度、不同背景出發(fā)，力圖發(fā)現(xiàn)學(xué)生學(xué)習(xí)動機(jī)與學(xué)習(xí)績效之間的關(guān)系。這些研究成果為進(jìn)一步的研究提供了很好的基礎(chǔ)和視角。
奧蘇貝爾學(xué)習(xí)動機(jī)驅(qū)力論，“恰當(dāng)?shù)馗爬藢W(xué)生學(xué)習(xí)的三種動力來源”[1]，是具有較強(qiáng)的系統(tǒng)性、一致性和實踐性學(xué)習(xí)動機(jī)理論。奧蘇貝爾指出：“一般稱為學(xué)校情境中的成就動機(jī)，至少應(yīng)包括三方面的內(nèi)驅(qū)力決定成份，即認(rèn)知內(nèi)驅(qū)力（cognitive drive）；自我提高內(nèi)驅(qū)力(ego-enhancement drive)以及附屬內(nèi)驅(qū)力(affiliative drive)。”[2]所謂認(rèn)知內(nèi)驅(qū)力，就是指學(xué)生渴望認(rèn)知、理解和掌握知識，以及陳述和解決問題的需要。自我提高內(nèi)驅(qū)力是一種通過自身努力，勝任學(xué)習(xí)，取得一定的成就，從而贏得一定的社會地位的需要。附屬內(nèi)驅(qū)力是指學(xué)生為了贏得家長或教師的認(rèn)可或贊許而努力學(xué)習(xí)，取得好成績的需要。他同時認(rèn)為，學(xué)生學(xué)習(xí)成就動機(jī)中的認(rèn)知內(nèi)驅(qū)力、自我提高內(nèi)驅(qū)力和附屬內(nèi)驅(qū)力，隨著學(xué)生不同年齡、不同性別、不同民族和不同人格結(jié)構(gòu)，也隨著這些因素的變化而變化。
國內(nèi)對奧蘇貝爾學(xué)習(xí)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(xí)”等），但是，我們目前尚未發(fā)現(xiàn)有應(yīng)用其學(xué)習(xí)動機(jī)驅(qū)力理論，研究中小學(xué)生學(xué)習(xí)動機(jī)特征、發(fā)展規(guī)律及其與學(xué)生學(xué)業(yè)績效關(guān)系的實證研究。因此，運(yùn)用奧蘇貝爾學(xué)習(xí)動機(jī)驅(qū)力理論，研究中小學(xué)生學(xué)習(xí)動機(jī)的特征，探討中小學(xué)生學(xué)習(xí)動機(jī)與學(xué)生學(xué)業(yè)績效之間的關(guān)系，也正是本研究的一次新的嘗試。
一、研究結(jié)論
本研究以奧蘇貝爾學(xué)習(xí)動機(jī)驅(qū)力理論為基礎(chǔ)，自編中小學(xué)生學(xué)習(xí)動機(jī)問卷。對湘潭（城市）、婁底（農(nóng)村）部分中小學(xué)3、4、5、6、7、8、9、10、11等9個年級的1134名中小學(xué)生進(jìn)行了問卷調(diào)查。研究結(jié)果表明：
1.中小學(xué)生的性別、城鄉(xiāng)差異以及父母文化程度等因素影響其學(xué)習(xí)動機(jī)。從性別因素看，中小學(xué)生的學(xué)習(xí)動機(jī)，不管是認(rèn)知內(nèi)驅(qū)力、自我提高內(nèi)驅(qū)力還是附屬內(nèi)驅(qū)力，女生高于男生；從城鄉(xiāng)差異看，城市學(xué)生高于農(nóng)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(xí)動機(jī)的影響明顯。
2.中小學(xué)生學(xué)習(xí)動機(jī)及各驅(qū)力的水平隨著年級的升高存在下降趨勢。同時，中小學(xué)生（小學(xué)三年級到高中二年級）學(xué)習(xí)動機(jī)的發(fā)展呈現(xiàn)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，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(xí)動機(jī)與學(xué)業(yè)績效的關(guān)系表現(xiàn)為顯著正相關(guān)。其相關(guān)性表現(xiàn)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(xí)動機(jī)以及認(rèn)知內(nèi)驅(qū)力、自我提高內(nèi)驅(qū)力以及附屬內(nèi)驅(qū)力對學(xué)業(yè)績效的影響力是不一樣的，即認(rèn)知內(nèi)驅(qū)力最強(qiáng)、自我提高內(nèi)驅(qū)力次之，附屬內(nèi)驅(qū)力最弱。階段性相關(guān)以及年級相關(guān)表現(xiàn)在：小學(xué)階段，三、四年級學(xué)習(xí)動機(jī)與學(xué)業(yè)績效有顯著正相關(guān)，五年級存在不同程度的相關(guān)，六年級只有自我提高內(nèi)驅(qū)力與其學(xué)業(yè)績效有顯著正相關(guān)。初中學(xué)階段，學(xué)習(xí)動機(jī)與學(xué)業(yè)績效均呈顯著正相關(guān)。初中一年級學(xué)習(xí)動機(jī)與學(xué)業(yè)績效有顯著正相關(guān)，初中二年級有學(xué)習(xí)動機(jī)、認(rèn)知內(nèi)驅(qū)力、自我提高內(nèi)驅(qū)力與其績效有顯著的正相關(guān)，初中三年級只有學(xué)習(xí)動機(jī)、認(rèn)知內(nèi)驅(qū)力與其績效有顯著的正相關(guān)。高中階段，只有高一年級的認(rèn)知內(nèi)驅(qū)力與其績效有顯著的正相關(guān)。同時，中小學(xué)生不同年級學(xué)業(yè)績效的低績效組與高績效組對學(xué)習(xí)動機(jī)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(xí)動機(jī)性別差異的原因。有的研究認(rèn)為，傳統(tǒng)中國社會和文化中，女孩比男孩更順從家長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(xí)中易于體現(xiàn)出積極的學(xué)習(xí)動機(jī)。我們認(rèn)為，造成中小學(xué)生學(xué)習(xí)動機(jī)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(xiàn)為女生較男生早（如性成熟，生理學(xué)上認(rèn)為，女生往往比男生早8-12個月甚至更多），這種差異可能導(dǎo)致中小學(xué)生在學(xué)習(xí)心理、學(xué)習(xí)認(rèn)知以及學(xué)習(xí)動機(jī)和學(xué)習(xí)行為上的差異。
2.中小學(xué)生學(xué)習(xí)動機(jī)城鄉(xiāng)差異的原因主要在于：其一，就學(xué)習(xí)的環(huán)境和條件而言，城鄉(xiāng)學(xué)校的差別是明顯的。其二，相對城市學(xué)生而言，農(nóng)村學(xué)生中的“隔代教育”現(xiàn)象非常普遍，這是造成中小學(xué)生學(xué)習(xí)動機(jī)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(jiān)護(hù)時所受到的教育，如父母外出工作或離異等。其三，家庭關(guān)系的影響。周愛保等人的研究[3]認(rèn)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(xí)方面大多只涉及到孩子學(xué)習(xí)目標(biāo)的建立等宏觀方面的影響，而對其具體的學(xué)習(xí)過程較少關(guān)注。我們認(rèn)為，這方面的差異，農(nóng)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(yǎng)方式及態(tài)度是導(dǎo)致學(xué)生學(xué)習(xí)動機(jī)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)愛的養(yǎng)育方式，即使子女在學(xué)習(xí)和時候上遇到困難，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制型的教養(yǎng)方式，他們在對子女的教育過程中，特別是孩子遇到困難時，更多的是采用比較、諷刺、否認(rèn)甚至嚴(yán)厲懲罰的方式，這種教養(yǎng)方式不利于孩子學(xué)習(xí)心理的健康發(fā)展，影響孩子良好的學(xué)習(xí)動機(jī)的形成。其次，父母文化程度高對孩子學(xué)習(xí)的經(jīng)驗性影響更大。
4.中小學(xué)生學(xué)習(xí)動機(jī)發(fā)展階段性差異的原因。學(xué)習(xí)動機(jī)作為直接推動學(xué)生進(jìn)行學(xué)習(xí)活動的內(nèi)部心理動力，表現(xiàn)的是學(xué)生復(fù)雜而有規(guī)律的的心理現(xiàn)象和機(jī)制。如：中小學(xué)生生理、心理發(fā)展成熟的程度、水平及規(guī)律等。第一，從我國青少年思維發(fā)展的特點來看，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），或確切點說是三至五年級之間”。第二，從我國青少年意志發(fā)展特點來看，小學(xué)生意志的自覺性、獨斷性、果斷性是低水平的，意志品質(zhì)的發(fā)展是不穩(wěn)定的，“小學(xué)三年級迅速呈下降趨勢，……四、五年級出現(xiàn)增強(qiáng)現(xiàn)象”。因此，我們認(rèn)為，小學(xué)生學(xué)習(xí)動機(jī)發(fā)展的波動規(guī)律也反映了小學(xué)生思維及意志發(fā)展的特點和規(guī)律。
三、教育建議
學(xué)習(xí)動機(jī)作為推動學(xué)生進(jìn)行學(xué)習(xí)活動的內(nèi)部心理動力，學(xué)習(xí)動機(jī)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(xí)動機(jī)與學(xué)業(yè)績效的關(guān)系具有顯著正相關(guān)。同時，學(xué)習(xí)動機(jī)是可以教育和培養(yǎng)的。根據(jù)本研究結(jié)果，提出了相關(guān)教育建議。
小學(xué)階段：認(rèn)知內(nèi)驅(qū)力、自我提高內(nèi)驅(qū)力、附屬內(nèi)驅(qū)力以及學(xué)習(xí)動機(jī)在學(xué)生學(xué)習(xí)活動中的表現(xiàn)力最強(qiáng)，因此，要注意保護(hù)和充分發(fā)揮他（她）們已有的動機(jī)。
初中階段：一是提高中學(xué)生對學(xué)習(xí)價值的認(rèn)識，引導(dǎo)他們對學(xué)習(xí)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(xí)的興趣，使他們自覺主動地學(xué)習(xí)；三是關(guān)注學(xué)生學(xué)習(xí)動機(jī)的分化，針對學(xué)生的個別差異，激發(fā)學(xué)生的學(xué)習(xí)能力感。
高中階段：針對高中學(xué)生學(xué)習(xí)動機(jī)會受更多的更復(fù)雜的因素影響，如升學(xué)與就業(yè)、社會交往以及來自各方面的學(xué)習(xí)壓力會更大，因此，提高高中學(xué)生的抱負(fù)水平，激發(fā)學(xué)習(xí)動機(jī)；引導(dǎo)高中學(xué)生專心致至學(xué)習(xí)，不受外界干擾，維持學(xué)習(xí)動機(jī)；激勵他（她）們對學(xué)習(xí)的自信心，做到學(xué)習(xí)有目標(biāo)、有計劃。這是激發(fā)他（她）們的學(xué)習(xí)動機(jī)，提高其學(xué)業(yè)績效的有效途徑。
同時，“隔代教育”現(xiàn)象不只是農(nóng)村學(xué)生教育的問題，而應(yīng)成為學(xué)校教育以及全社會共同關(guān)注的問題。
關(guān)鍵詞：中小學(xué)生 學(xué)習(xí)動機(jī) 動機(jī)驅(qū)力理論 學(xué)業(yè)績效
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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