Anderman LH, Anderman EM
University of Kentucky
Contemp Educ Psychol. 1999 Jan;24(1):21-37. doi: 10.1006/ceps.1998.0978.
Declines in students' achievement motivation across the transition to middle school may be explained by characteristics of both the academic and social environment of the new school. This study proposes that students' sense of belonging in middle school and their endorsement of social responsibility, relationship, and status goals in that setting should explain, in part, changes in their achievement goal orientations between 5th and 6th grades. Longitudinal survey data from 660 students indicated that, on average, endorsement of personal task goals declined, whereas endorsement of ability goals increased across the transition. Increases in task goal orientation were associated with perceiving both a task and an ability goal structure in 6th grade classes, along with sense of school belonging, and endorsing responsibility goals. Increases in ability goal orientation were associated positively with perceiving an ability goal structure in classes, with relationship and status goals, and negatively with school belonging. Copyright 1999 Academic Press.
学生在升入初中过渡阶段成就动机的下降，可能是由新学校学术和社会环境的特点所导致的。本研究提出，学生在初中的归属感以及他们对该环境中社会责任、人际关系和地位目标的认同，应能部分解释他们在五年级到六年级期间成就目标取向的变化。来自660名学生的纵向调查数据表明，平均而言，在过渡阶段个人任务目标的认同度下降，而能力目标的认同度上升。任务目标取向的增加与在六年级课堂中同时感知到任务和能力目标结构、学校归属感以及认同责任目标相关。能力目标取向的增加与在课堂中感知到能力目标结构、人际关系和地位目标呈正相关，与学校归属感呈负相关。版权所有1999年学术出版社。
