Tapola Anna, Niemivirta Markku
University of Helsinki, Department of Education, Finland.
Br J Educ Psychol. 2008 Jun;78(Pt 2):291-312. doi: 10.1348/000709907X205272. Epub 2007 Apr 30.
Recent research on achievement motivation has begun to examine the effects of environmental factors affecting students' motivational beliefs and goal tendencies. However, when interpreting and applying the results, individual factors underlying students' different perceptions of their learning environment are often ignored. An implicit assumption seems to be that regardless of their dispositional differences (e.g. motivational basis), students will experience and benefit from instructional practices in the same way.
This paper highlights the importance of students' dispositional motivational factors when examining differences in their perceptions of and preferences for the learning environment. The study builds on a conception of student motivation that emphasizes the interaction of individual and contextual factors.
Questionnaires served as self-report tools and assessed students' achievement goal orientations, self-esteem, causality beliefs, academic withdrawal and perceptions of and preferences for the learning environment. The sample consisted of 208 sixth grade elementary school students.
Based on latent class cluster analysis and one-way analyses of variance, it was found that students' perceptions of and preferences for the learning environment vary depending on differences in students' motivational tendencies.
Students' dispositional motivational characteristics should be taken into account both in theoretical considerations and in instructional interventions.
近期关于成就动机的研究已开始探讨影响学生动机信念和目标倾向的环境因素的作用。然而，在解释和应用研究结果时，学生对学习环境不同认知背后的个体因素常常被忽视。似乎存在一个隐含的假设，即无论学生的性格差异（如动机基础）如何，他们都会以相同的方式体验教学实践并从中受益。
本文强调了在研究学生对学习环境的认知差异和偏好时，学生性格动机因素的重要性。该研究基于一种强调个体因素与情境因素相互作用的学生动机概念。
问卷作为自我报告工具，用于评估学生的成就目标取向、自尊、因果信念、学业退缩以及对学习环境的认知和偏好。样本包括208名小学六年级学生。
基于潜在类别聚类分析和单因素方差分析发现，学生对学习环境的认知和偏好因动机倾向的差异而有所不同。
在理论思考和教学干预中都应考虑学生的性格动机特征。
