Rawlings Anna Maria, Tapola Anna, Niemivirta Markku
Department of Education, University of Helsinki, Helsinki, Finland.
School of Applied Educational Sciences and Teacher Education, Faculty of Philosophy, University of Eastern Finland, Joensuu, Finland.
Front Psychol. 2021 Jan 8;11:551806. doi: 10.3389/fpsyg.2020.551806. eCollection 2020.
The present research examined the connections between temperament (), students' domain- and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensitivities, motivational appraisals, and task achievement among secondary students ( = 268) in the domain of mathematics, using Exploratory Structural Equation Modeling (ESEM) for the analyses. Study 2 was conducted longitudinally among upper-secondary students ( = 155) during a course in four key school subjects. Subject interest was included alongside the temperamental sensitivities as a predictor of course-specific motivation and course grades, and the data were analysed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Previous achievement was controlled in both studies. The findings showed temperamental sensitivities to be differentially linked with motivational appraisals. Punishment sensitivity in Study 1, and interindividual reward sensitivity (sensitivity to reward dependent on others' approval or attention) in Study 2 were found to have an effect on psychological strain. In both studies, interest and effort were predicted by intraindividual reward sensitivity (positive responsiveness to novelty and own successes). In Study 2, subject interest was a consistent predictor of higher course interest and lower strain. In both studies, connections were found between strain and lower performance. The findings suggest individual characteristics may predispose students to certain motivational experiences, and contribute to educational outcomes, in both domain and course contexts and across subject content.
本研究通过两项研究考察了气质（）、学生特定领域和课程的动机评估（兴趣、压力、努力）与成绩之间的联系。研究1使用探索性结构方程模型（ESEM）进行分析，探讨了中学生（n = 268）在数学领域的气质敏感性、动机评估与任务成绩之间的关系。研究2对155名高中生在四门关键学科的一门课程中进行了纵向研究。除了气质敏感性外，还将学科兴趣作为课程特定动机和课程成绩的预测指标，并使用偏最小二乘结构方程模型（PLS - SEM）对数据进行分析。两项研究均控制了先前的成绩。研究结果表明，气质敏感性与动机评估存在差异关联。研究1中的惩罚敏感性以及研究2中的个体间奖励敏感性（对依赖他人认可或关注的奖励的敏感性）被发现会对心理压力产生影响。在两项研究中，个体内奖励敏感性（对新奇事物和自身成功的积极反应）可预测兴趣和努力。在研究2中，学科兴趣始终是更高课程兴趣和更低压力的预测指标。在两项研究中，均发现压力与较低成绩之间存在联系。研究结果表明，个体特征可能使学生倾向于某些动机体验，并在领域和课程背景以及跨学科内容方面对教育成果产生影响。
