Miller RB, Greene BA, Montalvo GP, Ravindran B, Nichols JD
Department of Educational Psychology, University of Oklahoma
Contemp Educ Psychol. 1996 Oct;21(4):388-422. doi: 10.1006/ceps.1996.0028.
Engagement in academic work was viewed from a multiple goals perspective. Two studies were conducted in which high school math students completed an instrument measuring five goals students might have for doing academic work (learning goals, performance goals, obtaining future consequences, pleasing the teacher, and pleasing the family), perceived math ability, self-regulatory activities, strategies (deep or shallow) used when studying for math, and the amount of effort and persistence expended on the class. Factor analysis indicated that the five goals scales and the perceived ability scale represented unique factors. The correlations among the variables revealed theoretically consistent interrelationships. Multiple regression analyses indicated that various goals (e.g., learning goals, obtaining future consequences, and pleasing the teacher), perceived ability, and some interactions accounted for significant amounts of variance in the task engagement measures (self-regulation, strategy use, effort, and persistence) and achievement. Results are discussed in relation to current theory and their practical implications.
从多个目标的角度审视了学生参与学术工作的情况。开展了两项研究，让高中数学学生完成一份量表，该量表测量了学生从事学术工作可能具有的五个目标（学习目标、成绩目标、获取未来成果、取悦教师和取悦家人）、感知到的数学能力、自我调节活动、学习数学时使用的策略（深入或浅显）以及在课堂上付出的努力程度和坚持性。因素分析表明，五个目标量表和感知能力量表代表了独特的因素。变量之间的相关性揭示了理论上一致的相互关系。多元回归分析表明，各种目标（如学习目标、获取未来成果和取悦教师）、感知能力以及一些相互作用在任务参与度测量指标（自我调节、策略使用、努力和坚持性）和成绩方面解释了大量的方差变异。结合当前理论及其实际意义对研究结果进行了讨论。
