Lau Shun, Liem Arief Darmanegara, Nie Youyan
The University of Hong Kong, Hong Kong.
Br J Educ Psychol. 2008 Dec;78(Pt 4):639-62. doi: 10.1348/000709907X270261. Epub 2007 Dec 29.
The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.
The aims of this research were to: (a) investigate the role of task- and self-related beliefs (task value and self-efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals and deep learning.
The sample comprised 1,476 Grade-9 students from 39 schools in Singapore.
Students' self-efficacy, task value, achievement goals, classroom attentiveness, group participation, and deep learning in mathematics were assessed by a self-reported questionnaire administered on-line. Structural equation modelling was performed to test the hypothesized model linking these variables.
Task value was predictive of task-related achievement goals whereas self-efficacy was predictive of task-approach, performance-approach, and performance-avoidance goals. Achievement goals were found to fully mediate the relations between task value and self-efficacy on the one hand, and classroom attentiveness, group participation, and deep learning on the other. Classroom attentiveness and group participation partially mediated the relations between achievement goal adoption and deep learning. The findings suggest that (a) task- and self-related pathways are two possible routes through which students could be motivated to learn and (b) like task-approach goals, performance-approach goals could lead to adaptive processes and outcomes.
期望价值理论和成就目标理论可以说是当代文献中关于成就动机的两种最具主导性的理论。然而，很少有研究考察从这两种理论衍生出的构念与深度学习是如何相关的。此外，尽管有证据表明成就目标与深度学习之间存在联系，但很少有研究考察其中涉及的中介过程。
本研究的目的是：（a）调查任务相关信念和自我相关信念（任务价值和自我效能感）以及成就目标在预测数学深度学习中的作用，以及（b）考察课堂注意力和小组参与如何中介成就目标与深度学习之间的关系。
样本包括来自新加坡39所学校的1476名九年级学生。
通过在线自我报告问卷评估学生的自我效能感、任务价值、成就目标、课堂注意力、小组参与和数学深度学习情况。进行结构方程建模以检验连接这些变量的假设模型。
任务价值可预测与任务相关的成就目标，而自我效能感可预测任务趋近、成绩趋近和成绩回避目标。研究发现，成就目标一方面在任务价值和自我效能感之间的关系中起完全中介作用，另一方面在课堂注意力、小组参与和深度学习之间的关系中起完全中介作用。课堂注意力和小组参与在采用成就目标与深度学习之间的关系中起部分中介作用。研究结果表明：（a）任务相关和自我相关途径是激发学生学习动机的两种可能途径，（b）与任务趋近目标一样，成绩趋近目标可能导致适应性过程和结果。
