Lieberman David A, Remedios Richard
Department of Psychology, University of Stirling, Stirling, Scotland, UK.
Br J Educ Psychol. 2007 Jun;77(Pt 2):379-95. doi: 10.1348/000709906X157772.
Research has suggested that students can approach their studies with different goals, one goal being to understand material (mastery) and another to obtain better grades than others (performance).
The main aim of this study was to assess whether these goals change as students progress through their degrees.
1857 students at a Scottish university.
Students were asked to complete a questionnaire as they waited to register for their courses. The questionnaire was based on an achievement motivation questionnaire developed by Elliot and McGregor (2001) to assess students' mastery and performance goals; there were also questions on students' expectations about their courses.
Students in years 2, 3 and 4 were substantially less likely to want to master their subjects than students in year 1. They were also more concerned with grades and less likely to expect to enjoy their courses.
The decline in students' motivation to master their subjects raises potentially important questions about whether pressures for grades undermine students' interest in their studies.
研究表明，学生在学习时可能有不同的目标，一个目标是理解所学内容（掌握），另一个目标是比其他人取得更好的成绩（成绩表现）。
本研究的主要目的是评估随着学生在学位课程中的进展，这些目标是否会发生变化。
一所苏格兰大学的1857名学生。
学生在等待注册课程时被要求填写一份问卷。该问卷基于埃利奥特和麦格雷戈（2001年）编制的一份成就动机问卷，用于评估学生的掌握目标和成绩表现目标；问卷中还有关于学生对课程期望的问题。
与一年级学生相比，二、三、四年级的学生想要掌握所学学科的可能性大幅降低。他们也更关注成绩，并且对享受课程的期望更低。
学生掌握学科的动机下降引发了关于成绩压力是否会削弱学生学习兴趣的潜在重要问题。
