Division of Psychology, Nanyang Technological University, Republic of Singapore.
Int J Psychol. 2008 Oct;43(5):880-5. doi: 10.1080/00207590701836398.
Contemporary literature on culture, self, and motivations (Markus & Kitayama, 1991) suggests that in collectivistic cultures, individual achievement is interdependent of one's social others. We proposed that this cultural characteristic could be exemplified in the achievement goal orientation and tested the notion with university students in a collectivistic community-Singapore. A socially oriented achievement goal construct was developed by taking into consideration the significant social others in the students' lives. A measuring instrument was established with a sample of Singaporean Chinese university students (N = 196; 144 females and 52 males); its relationships to achievement motives, goals, and consequences were examined. Although the socially oriented achievement goal items were originally constructed from four categories of social others, confirmatory factor analysis suggested a unifactor structure. Results showed that the socially oriented goal was related positively with students' performance goal, mastery goal, and competitive motive; it bore no relationship to mastery motive, work ethic, and interest in learning; and it predicted negatively future engagement. After the effects of mastery and performance goals were controlled for, the socially oriented goal did not predict test anxiety.
当代关于文化、自我和动机的文献（Markus & Kitayama，1991）表明，在集体主义文化中，个人的成就与他的社会他人是相互依存的。我们提出，这种文化特征可以在成就目标取向中体现出来，并在一个集体主义社区——新加坡的大学生中进行了测试。通过考虑学生生活中的重要社会他人，我们开发了一种具有社会导向的成就目标结构。我们使用新加坡华裔大学生的样本（N=196；女性 144 人，男性 52 人）建立了一个测量工具；并检验了其与成就动机、目标和结果的关系。虽然社会导向的成就目标项目最初是从四个社会他人类别构建的，但验证性因素分析表明其具有单因素结构。结果表明，社会导向的目标与学生的绩效目标、掌握目标和竞争动机呈正相关；与掌握动机、职业道德和学习兴趣无关；并预测未来的参与度会下降。在控制了掌握和绩效目标的影响后，社会导向的目标并不能预测考试焦虑。
