学习困难学生成就目标定向、学习策略、失败应对方式的特点及其关系

【作者】 王丽红；

【导师】 张承芬；

【作者基本信息】 山东师范大学 ， 发展与教育心理学， 2002， 硕士

【摘要】 学习困难学生是一个特殊的异质群体，学习困难问题是世界上每一个实施义务教育制度的国家普遍存在的问题。近年来，由于学习困难学生人数比例的逐年增加，学习困难问题更加引起了各国政府及教育、心理研究者的注意，使关于该问题的研究成为特殊教育研究的前沿和热门课题。在该领域的研究初期，人们应用教学论、生理学、心理学、医学、咨询学等专业学科方法试图揭示学习困难问题的成因，但由于研究者所持理论观点、方法及研究重点的不同，使学习困难问题至尽没有一个明确、统一的界定。 随着心理学理论和研究技术的发展，学习困难研究的侧重点也相应发生了变化：20世纪70年代以前，人们主要分析学习困难产生的原因；20世纪70年代以后，人们转向探讨学习困难者的认知特征和认知过程；20世纪90年代，人们开始研究学习困难学生的社会性方面的问题，而且已经取得了相当多的研究成果。 近来，有的研究者开始倡导把学习困难研究与社会认知研究结合起来，主张从社会认知角度推动学习困难问题的研究。目前，对学习困难学生社会认知的研究非常薄弱，但是对一般学生的研究较多，为学习困难研究提供了值得借鉴的思路和方法。比如，从比较研究的思路出发，可将一般学生的社会认知特点作为参照系，以此确定造成学习困难学生与一般学生在社会性心理方面的差异的心理过程机制。本研究即采用这一研究思路。 成就目标是成就动机研究的前沿课题，是社会认知研究取向在成就动机研究中的具体表现。在目标理论中，成就目标表示个体为了获得或达到有价值的结果或目的而参与成就活动的原因，一般认为，成就目标是成就行为的目的。在成就目标理论中，研究者使用成就目标定向这一概念，用以标明学生持有的成就目标信念。本研究欲探讨一下学习困难学生成就目标定向的特点。 学习策略和失败应对方式是自我调节学习中的两个重要变量，己有 的研究表明，成就目标定向作为一社会认知变量，可能会影响学牛的学】 习策略和失败应对方式，关于这方面的研究尚待进一步的验证。因此， 本研究欲探讨学习困难学生成就目标定向与学习策略、失败应对方式的 关系及学习困难学生学习策略、失败应对方式的特点。 本研究结果如下： 门）在掌握目标上，学习困难学生的得分显著低于非学习困难学生； 而在成绩一回避目标的得分上，学习困难学生显著地高于非学习困难学 主，两类学生在成绩一接近目标上没有显著差异。学习困难学生的主导 成就目标定向是成绩一回避目标这一较为消极的成就目标定向。 门）在深层策略上，学习困难学生的得分显著低于非学习困难学生： 而在表层策略和无组织策略的得分上，学习困难学生的得分却极其显著 的高于非学习困难学生。学习困难学生表层策略和无组织策略的得分显氏 著高于深层策略的得分，这表明，学习困难学生在建立和保持一种合理 有效的学习策略方面存在困难，其主导学习策略是表层策略。 门）在问题解决这一积极的失败应对方式上，学习困难学主的得分显 著低于非学习困难学生，在其他消极的失败应对方式上，学习困难学生 的得分都显著的高于非学习困难学生，学习困难学生主导失败应对方式 是情绪反应。 N）学习困难学生掌握目标与深层策略呈显著正相关而与无组织策略 呈显著负相关，与问题解决策略呈正相关而与情绪反应和遗忘呈负相关； 成绩一接近目标与表层策略和无组织策略均呈显著正相关，与自我谴责 也呈正相关：成绩一回避目标也与表层策略和无组织策略均呈显著正相 关而与深层策略呈显著负相关，与情绪反应和自我谴责均呈正相关。更多还原

【Abstract】 LD students is a specially heterogeneous group, and the problem of learning disabilities is a common problem to those countries that are preceding free educational system. Recent years, it has drawn many governments educational and psychological researchers’ attention because of the manual increased proportions of students with learning disabilities. During the primary period of this field, researchers tried to disclose the reason that leads to learning disability by means of teaching梩heory physiology^ medicine, but it’ s right because the varieties of theories, methods and emphasis that made researchers difficulty to define the phenomenon of learning disabilities accurately.With the development of the psychology theories and research techniques , study emphasis of the learning disabilities has changed accordingly. People mainly analyzed the causes of the learning disabilities before 1970th. After 1970th, people began to explore the LD students’ cognitive characters and cognitive processes, somebody started to study the LD students’ social aspects after 1990th.In the last one or two years, some researchers advocated combining the study of learning disabilities with the study of social cognition. They thought the study of learning disabilities could be advanced from a social cognition perspective. But until now, the social cognition study of learning disabilities students is very poor in our country. Much social cognition study of average students has been done, which supply the study of learning disabilities with approach. The study of learning disabilities canuse the approach for reference, for example, the comparative method of studying. We can compare the social cognition characteristics of the learning disabilities students with that of the average students, which can find the mental process mechanism of the difference in social mental aspects between the LD students and the average students. The present study will follow the comparative method of studying.The study of achievement goal is the frontier of achievement motivation study, and it’s incorporate of social cognition study in the study of achievement motivation. Generally speaking, achievement goal is the reason for or purpose of task engagement. Different students may adopt different achievement goals. In achievement theory, the concept of achievement goal orientation is used to indicate the achievement goal belief that the students posess. The present study intends to explore the achievement goal’ s characteristics of LD students.Study strategies and the coping style with academic failure are two important variables of self梤egulated learning. The primary study indicated that achievement goal has effect on study strategies and the coping style with academic failure. Yet this study result need to be validated, so, the present study intend to explore the relation of LD students between achievement goal and Study strategies the coping style with academic failure, and also explore the characteristics of Study strategies and the coping style with academic failure of LD students.The present study revealed that:(1) Compared with NLD students, LD students had significantly lower scores on mastery goal and higher scores on performance?avoidance goal. The two kinds of students had no significant difference on performance梐pproach goal. The predominant achievement goal orientation is performance-avoidance goal.(2) Compared with NLD students, LD students had significantly lower scores on deep processing and significantly higher scores on both surface processing and disorganization, which indicated that LD students had difficulty in establishing or maintaining a structured , organized approach to studying. The predominant study strategy of LD students is surface processing.(3) Compared with NLD students, LD students had significantly lower scores on problem solving and significantly higher scores on the other negative coping styles with academic failure. The predominant coping style of LD students is emotional reactions.(4) F更多还原