Grolnick W S, Ryan R M
J Pers Soc Psychol. 1987 May;52(5):890-8. doi: 10.1037//0022-3514.52.5.890.
Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(+/- 1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning.
91名五年级学生参与了一项研究，该研究评估了与动机相关的条件和个体差异对学习任务中的情绪体验及表现的影响。将两种指导学习条件（一种是控制性的，一种是非控制性的）相互对比，并与第三种非指导性的自发学习情境进行对比。与非指导性学习条件相比，两种指导性学习条件都导致了更多的死记硬背式学习。然而，与控制性学习条件相比，非指导性和非控制性的指导性学习条件都引发了更大的兴趣和概念性学习，这可能是因为它们更有利于自主性或内在的因果关系感知源。此外，处于控制性条件下的儿童感受到了更多压力，并且在为期8（±1）天的随访中，死记硬背式学习出现了更大程度的退步。通过自我调节问卷（Connell & Ryan，1985）测量的儿童在与学校相关活动中的自主性个体差异也与结果相关，更多自主型风格的儿童预测会有更好的概念性学习。研究结果从自主性在学习和发展中的作用以及指导性学习与非指导性学习的问题方面进行了讨论。
