班主任激励风格对学生学习动机的影响研究
文献类型：学位论文
| 作者 | 程姣 |
| 答辩日期 | 2022-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 王利刚 |
| 关键词 | 教师激励风格 学习动机 内部动机 外部动机 自主支持 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Research on the Headteachers' Motivating Styles on Students' Learning Motivation |
| 中文摘要 | Learning motivation has an important impact on students' academic performance and academic achievement. How to improve students' learning motivation more effectively has always been an important topic in psychology and pedagogy. In the research on the influencing factors of students' learning motivation, teachers' motivating styles is one of the important topics concerned by researchers. In the past research on motivating styles, it is mainly divided into two categories: independent support type and control type. Different types of motivating styles often have different effects on students' learning motivation. However, due to the great differences in the physical and mental development of students in different stages, the influence of teachers' motivating styles on students' learning motivation is also different. Therefore, this study takes the differences of students' learning motivation in different stages as the starting point to explore the impact of head teachers' motivating styles on students' learning motivation in different stages. It aims to provide ideas for further improving the learning motivation of students in different stages, and also provide a more targeted perspective for teachers in different stages in the choice of incentive methods. Based on the theory of self-determination, 2235 students from ten grades (including the third grade of primary school to the third grade of senior high school) of primary and secondary schools in the Kulun Banner area of Inner Mongolia were investigated by using the perceived teacher incentive Style Questionnaire (including Learning Climate Questionnaire and Controlling Teacher Scale) and academic self-regulation scale (student learning Motivation Scale), The teacher incentive style self-assessment scale (virtual school question questionnaire) was used to test 58 head teachers in students' class, and the HLM hierarchical linear model was established to process the relevant data to explore the difference of the impact of head teachers on students' learning motivation among different classes. The results indicated that: (1) Students' intrinsic learning motivation decreased with the increase of grade, and the intrinsic motivation of students in secondary school was lower than that of primary school; while the change of students' extrinsic motivation with grade increase was the trend of first decreasing and then slowly rising; the intrinsic motivation score of students in primary school was significantly higher than that of extrinsic motivation, while the extrinsic motivation of students in high school was greater than the intrinsic motivetion score. (2) The motivational style of the class teacher at the primary school stage is more autonomous and supportive, the motivational style of the class teacher at the junior high school stage is more controlled, and the motivational style of the class teacher at the high school stage is somewhere in between. (3) There is a positive correlation between students' intrinsic learning motivation and the total score of teachers' independent support dimension, which is statistically significant; (4) The difference of the influence of head teacher's incentive style on students' learning motivation is mainly reflected in the control dimension. Specifically, the correlation between students' intrinsic motivation and the total score of teachers' control dimension is not significant. There is a marginal negative correlation between students' intrinsic learning motivation and the total score of teachers' control dimension in junior middle school and senior high schoolo。 (5)There was no significant correlation between the extrinsic motivation of students in different stages and the total score of teachers' incentive style and the scores of each subscale. The results further reveal the differences of the impact of head teachers' incentive style on students' learning motivation in the learning stage, provide suggestions and empirical reference for students' learning motivation and teachers' incentive methods, At the same time, it enriches the relevant research in the field of self-determination theory under China's national conditions. |
| 英文摘要 | 学习动机对学生的学业表现和学业成就有着重要的影响，怎样能够更有效地提升学生的学习动机一直是心理学和教育学探究的重要课题。在关于学生学习动机影响因素的研究中，教师激励风格是研究者们关注的重要话题之一。过往关于教师激励风格的研究中把它主要分为了自主支持型和控制型两个大类别，不同的激励风格类型对学生的学习动机往往会有不同的影响。然而，由于不同学段的学生身心发展具有较大的差异性，所以不同学段教师激励风格对学生学习动机的影响也是有差异性的。因此本研究以不同学段学生的学习动机差异性为切入点，来探讨班主任激励风格对学生学习动机的影响在不同学段上的区别。旨在为进一步针对性的提升不同学段学生的学习动机提供思路，也为不同学段的教师在激励方式的选择上提供更加有针对性的视角。 本研究基于自我决定理论，采用感知教师激励风格问卷(包含学习氛围量表和教师控制量表)、学业自主调节量表(学生学习动机量表)对内蒙库伦旗地区中小学十个年级(包括小学三年级至高三阶段)2235名学生进行跨学段的调查，同时，采用教师激励风格自评量表(虚拟学校问题问卷)对学生所在班级的58名班主任施测，并通过建立HLM分层线性模型来对相关数据进行处理，来探讨班主任对学生学习动机的影响在不同学段间的差异性。结果发现: (1）学生内部学习动机随年级的上升有递减趋势，中学阶段比小学阶段的内部学习动机更低;而学生的外部学习动机随年级升高的变化是先下降后缓慢上升的趋势;小学阶段学生的内部动机得分显著高于外部动机，而到了高中阶段外部动机则大于内部动机得分。 (2)小学阶段班主任激励风格更偏自主支持型，初中阶段班主任激励风格更偏控制型，高中阶段班主任的激励风格特点介于二者之间。 (3)不同学段学生的内部学习动机与教师的自主支持维度总分的正相关具有统计学意义; (4)班主任激励风格对学生学习动机影响在学段上的差异性主要体现在控制维度，具体表现为小学阶段学生的内部动机和教师的控制维度总分的相关性不显著，初中及高中阶段学生内部学习动机和教师控制维度总分则呈现边缘负相关趋势。 (5)不同学段学生的外部动机和教师的激励风格分量表的得分相关性均不显著。 研究结果进一步揭示了班主任激励风格对学生学习动机的影响在学段上的差异性，为学生的学习动机激发及教师的激励方式提供建议和实证参考，同时丰富了自我决定理论领域的在中国国情下的相关研究。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45020]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 程姣. 班主任激励风格对学生学习动机的影响研究[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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