摘要
目的考察坚韧人格、归因方式与学习动机的关系。方法通过对某师范学院大一至大三180名学生的问卷调查,采用相关分析和回归分析来研究坚韧人格、归因方式及学习动机三者之间的关系。结果①挑战(β=0.235,t=2.573,P<0.05)和韧性(β=-0.196,t=-0.763,P<0.05)直接对能力追求有显著影响,挑战(β=0.202,t=2.746,P<0.01)直接对利他取向有显著影响;②整体性对利他取向(β=0.316,t=3.291,P<0.001)、求知兴趣(β=0.151,t=2.04,P<0.05)有正向的预测作用;③归因方式在大学生坚韧人格对学习动机的影响过程中起到了中介变量的作用。结论①坚韧人格对大学生学习动机有显著影响;②归因方式对学习动机具有良好的预测作用;③在学习动机不强学生的教育过程中,不仅要培养他们坚韧人格的形成,也需要对归因方式进行一些指导和调整。
Objective To examine the relationships among hardiness ,attributional style and learning motivation .Methods A total of 180 participants from three grades were assessed with the Attributional Style Questionnaire （ ASQ） ,Learning Motivation Questionnaire for University Students and Hardiness Scale .And correlation analysis and regression analysis were used to analyze the relationships among hardiness,attributional style and learning motivation .Results ①Challenge（ β=0.235,t=2.573,P〈00.5 ）and toughness（β=-0.196, t=-0.763,P〈0.05）had directly significant influences on the pursuit of ability .Challenge（β=0.202,t =2.746,P〈0.01）had a di-rectly significant influence on altruistic orientation;②Integrity had a positive prediction on altruistic orientation （β=0.316,t=3.291,P〈0.001）and the desire to learn（β=0.151,t=2.04,P〈0.05）;③The hardiness influenced their learning motivation through the attri-butional style in college students .Conclusion ①Hardiness affects learning motivation obviously;②Attributional style has a good pre-diction function on learning motivation;③More attentions should be paid to not only the formation of their hardiness but also some guid -ances and adjustments towards the attributional style of the students with low learning motivation .
出处
《中国健康心理学杂志》
2014年第8期1228-1231,共4页
China Journal of Health Psychology
关键词
大学生
归因方式
坚韧人格
学习动机
College student
Attributional style
Hardiness
Learning motivation
