Department of Social Psychology, Universiteit van Amsterdam, Amsterdam, The Netherlands.
Int J Psychol. 2009 Oct;44(5):351-9. doi: 10.1080/00207590802324831.
Based on the multiple goal perspective it is argued that mastery and performance goals contribute to different motivational variables-mastery goals to self-efficacy and performance goals to social comparison-that contribute through affect to achievement. The first aim of this study was to determine whether this model is applicable irrespective of sex and subject. The expected relationships occurred for female students studying Dutch and mathematics, and for male students studying Dutch. The second aim was to test a model in which the perceived gender appropriateness of the subject affects the pursued achievement goal. We expected that subjects perceived as gender-appropriate--Dutch for female and mathematics for male students--would result in strong relationships between mastery goals, self-efficacy, affect, and achievement, and that less gender-appropriate subjects--mathematics for women and Dutch for men--would result in strong relationships between performance goals, social comparison, affect, and achievement. Several of the expected relationships occurred for female and males students studying Dutch and mathematics. Furthermore, female students obtained higher course grades in Dutch than male students, while male students studying mathematics scored higher on self-efficacy and affect than female students.
基于多元目标视角，有人认为，掌握目标和表现目标有助于不同的动机变量——掌握目标有助于自我效能感，而表现目标有助于社会比较——通过情感对成就产生影响。本研究的第一个目的是确定无论性别和学科如何，该模型是否适用。该预期关系适用于学习荷兰语和数学的女学生以及学习荷兰语的男学生。第二个目的是测试一个模型，其中学科的感知性别适宜性影响所追求的成就目标。我们预计，被认为性别适宜的学科——荷兰语对女学生和数学对男学生——将导致掌握目标、自我效能感、情感和成就之间的强关系，而不太适宜的学科——数学对女性和荷兰语对男性——将导致表现目标、社会比较、情感和成就之间的强关系。对于学习荷兰语和数学的女学生和男学生来说，有几个预期的关系发生了。此外，女学生在荷兰语课程中的成绩高于男学生，而学习数学的男学生在自我效能感和情感方面的得分高于女学生。
