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中小学生学习动机与学业绩效关系研究(3)

2013-07-03 01:06
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.

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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. （转载自科教范文网http://fw.nseac.com）
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.