Horowitz T R, Mosher N
Department of Education, Ben-Gurion University, Beer Sheva, Israel.
Adolescence. 1997 Spring;32(125):169-80.
This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.
移民到以色列的埃塞俄比亚高中生是否有成就动机？埃塞俄比亚学生本土价值体系中成就结构的某些组成部分的存在或缺失在多大程度上影响学业进步？该研究基于1987年在以色列进行的试点研究，其核心研究问题是：在埃塞俄比亚学生的本土价值体系中是否能找到动机因素？如果能，它们对学业进步有何影响？该研究基于对88名埃塞俄比亚学生和85名以色列老生进行的问卷调查。这项研究的主要发现是：埃塞俄比亚学生社会化过程中的一些因素可被视为成就动机的组成部分。这些因素包括高度的抱负、延迟满足的能力和顺从。这些因素有助于埃塞俄比亚儿童在学校取得成功。另一方面，埃塞俄比亚儿童社会化过程中的一些因素阻碍了他们的进步：对个人创造力的从众限制和外部控制点。
