【作者】 曹莉萍；

【导师】 吴继霞；

【作者基本信息】 苏州大学 ， 基础心理学， 2010， 硕士

【摘要】 大学校园中,学业作弊现象是一个普遍而严重的问题,对此现象的研究和整治刻不容缓。国外学者对学业作弊的影响因素做过大量的探讨,而国内对此不良现象的研究还相对比较缺乏。本研究通过测量学业作弊的测验程序,并创设特定的情境(成败反馈),且把个人因素(成就目标定向、学业-自我价值感权变性)考虑在内,探讨个人和情境因素对学业作弊的影响。研究包括两部分:首先是测验材料的筛选及《学业-自我价值感权变性问卷》的修订,然后是学业作弊的影响因素研究。研究结论如下:(1)修订的《学业-自我价值感权变性问卷》,具有较好的信效度;Cronbach’sα为0.823,可以作为有效的测量工具。(2)接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平。(3)高学业-自我价值感权变性个体的作弊水平显著高于低学业-自我价值感权变性个体的作弊水平。(4)成绩回避目标定向个体与成绩接近目标定向个体的作弊水平差异不显著,但两者都显著高于掌握目标定向个体的作弊水平。(5)成败反馈与学业-自我价值感权变性在作弊水平上交互作用显著。接受失败反馈后,高学业-自我价值感权变性个体的作弊水平显著高于低学业-自我价值感权变性个体的作弊水平;接受成功反馈后,二者的作弊水平没有显著差异。高学业-自我价值感权变性的个体,接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平;低学业-自我价值感权变性的个体,接受失败反馈后的作弊水平和接受成功反馈后的作弊水平差异不显著。(6)成败反馈与成就目标定向在作弊水平上交互作用显著。接受失败反馈后,成绩回避目标定向个体的作弊水平显著高于成绩接近目标定向个体的作弊水平;而接受成功反馈后,成绩接近目标定向个体的作弊水平却高于成绩回避目标定向个体的作弊水平,但差异不显著。三种成就目标定向的个体,接受失败反馈后的作弊水平都高于接受成功反馈后的作弊水平;成绩回避目标定向的个体接受失败反馈后的作弊水平显著高于接受成功反馈后的作弊水平;而掌握目标定向的个体、成绩接近目标定向的个体接受成功反馈后的作弊水平和接受失败反馈后的作弊水平的差异都是不显著的。更多还原

【Abstract】 Academic cheating has become a pervasive and serious problem on college campus, the study on it and the solution to solve it should be taken urgently. Though the foreign scholars have discussed a lot about the influencing factors on this phenomenon, the domestic studies are relatively deficient about it. So this paper mainly discusses the influences of the personal and the contextual factors on the academic cheating by the program which can measure the academic cheating, creating the special contexts (successful feedback or failed feedback), and taking the personal factors (which include the achievement goal orientation, academic contingencies of self-worth) into account.The paper is composed of two parts, one of which is the screening of the test materials and the revision of the Academic Contingencies of Self-Worth(A-CSW) Questionnaire, the other of which is the study on the influencing factors on academic cheating. The conclusions of the paper are as follows:(1) The revision of Academic Contingencies of Self-Worth Questionnaire has high reliability and validity; Cronbach’sαis 0.823, which makes it an effective measurement instrument.(2) Students have higher level of cheating if they receive failed feedback than if they receive successful feedback.(3) High-academic-CSW student have higher level of cheating than low-academic- CSW students.(4) There is no difference in the cheating level between the performance-avoid goal orientation and the performance-approach goal orientation. However, both of them are higher than that of mastery goal orientation in terms of cheating level. (5) Successful feedback or failed feedback and academic contingencies of self-worth were interaction obviously in terms of cheating level. Individuals who have higher academic contingencies of self-worth cheat much better than those who have lower academic contingencies of self-worth if they received failed feedback; however, the two doesn’t show much difference if successful feedback are received. For student with high academic CSW, who have higher cheating level after receiving failed feedback than after receiving successful feedback. For student with low academic CSW, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback.(6) There is a remarkable mutual influence between successful feedback or failed feedback and achievement goal orientation in terms of cheating level. If failed feedback is received, the cheating level of performance-avoid goal orientation is much higher than that of performance-approach goal orientation; If successful feedback is received, the cheating level of performance-approach goal orientation is only slightly higher than the performance-avoid goal orientation. Three achievement goal orientations were all have higher cheating level after receiving failed feedback than after receiving successful feedback. For student with performance-avoid goal orientation, those who have significant higher cheating level after receiving failed feedback than after receiving successful feedback. For student with performance-approach goal orientation, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback. For student with mastery goal orientation, there is no significant difference in the cheating level after receiving failed feedback than after receiving successful feedback.更多还原