Pajares F, Graham L
Emory University
Contemp Educ Psychol. 1999 Apr;24(2):124-139. doi: 10.1006/ceps.1998.0991.
The objectives of this study were to determine the influence of various motivation variables on task-specific mathematics performance and to explore whether these variables change during the first year of middle school (N = 273). Students' task-specific self-efficacy was the only motivation variable to predict performance and did so both at start and end of year. There were no differences in anxiety, self-concept, or self-efficacy for self-regulation between start and end of year, but, by end of year, students described mathematics as less valuable and reported lower effort and persistence. Gifted students had stronger mathematics self-concept beliefs, and they had more accurate and less overconfident self-efficacy beliefs than did regular education students. There were no gender differences in any of the motivation constructs. Copyright 1999 Academic Press.
本研究的目的是确定各种动机变量对特定任务的数学成绩的影响，并探讨这些变量在初中一年级期间（N = 273）是否会发生变化。学生的特定任务自我效能感是唯一能够预测成绩的动机变量，并且在学年开始和结束时均如此。学年开始和结束时，焦虑、自我概念或自我调节的自我效能感均无差异，但到学年结束时，学生认为数学的价值降低，并报告付出的努力和坚持性减少。资优学生比普通教育学生具有更强的数学自我概念信念，并且他们的自我效能感信念更准确且过度自信程度更低。在任何动机结构方面均不存在性别差异。版权所有1999年学术出版社。
