Wang Qian, Pomerantz Eva M
Department of Psychology, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China.
Child Dev. 2009 Jul-Aug;80(4):1272-87. doi: 10.1111/j.1467-8624.2009.01331.x.
This research examined motivational trajectories during early adolescence in the United States and China. Upon their entry into middle school at 7th grade and every 6 months thereafter until the end of 8th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their motivational beliefs (e.g., mastery orientation) and behavior (e.g., self-regulated learning strategies). The quality of children's motivational beliefs deteriorated over the 7th and 8th grades (e.g., children became less mastery oriented) in both the United States and China. American children also valued academics less, with declines in their motivational behavior as well. Chinese children continued to value academics, sustaining their motivational behavior. In both countries, children's motivational beliefs and behavior predicted their grades over time.
本研究考察了美国和中国青少年早期的动机轨迹。825名美国和中国儿童（平均年龄 = 12.73岁）在7年级进入初中时以及此后每6个月直至8年级结束时，报告了他们的动机信念（如掌握导向）和行为（如自我调节学习策略）。在美国和中国，儿童的动机信念质量在7年级和8年级期间都有所下降（例如，儿童的掌握导向性降低）。美国儿童对学业的重视程度也降低了，他们的动机行为也有所下降。中国儿童继续重视学业，保持他们的动机行为。在这两个国家，儿童的动机信念和行为都能预测他们随时间推移的成绩。
