大学生成就目标取向:纵向轨迹、相关因素及其对学业成绩的影响

大学生成就目标取向:纵向轨迹、相关因素及其对学业成绩的影响

摘要

成就目标取向对学生的自我调节和发展有显著影响。个体的成就目标取向可能在某些关键阶段发生变化。本研究的样本来自于一项连续四年在中国进行的大学生调查。本研究采用成长混合模型识别大学生学业成就目标取向的纵向轨迹，构建logistic回归模型分析不同班级学生学业成就目标取向的相关因素，并进一步考察学业成就目标取向对学业成绩的影响。结果表明:各2 × 2成就目标取向的纵向轨迹可分为递减类和递增类;以增加班级为参照，外向性、高BMI、高睡眠时间和专业是减少班级学生表现接近目标的相关因素。外向性和父亲的受教育程度与学生的掌握-回避目标递减相关。外倾性、高睡眠时间、父亲受教育程度、家庭经济状况和家庭社会地位与学生的掌握接近目标呈下降趋势相关。此外，不同轨迹班级学生的学业成绩也存在显著差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance

Achievement goal orientations have a significant impact on students’ self-regulation and development. An individual’s achievement goal orientations may change at some critical stages. The sample of this study came from a survey of college students conducted in China for four consecutive years. The study used a growth mixture model to identify the longitudinal trajectories of achievement goal orientations during the college years, constructed a logistic regression model to analyze the related factors of students in different classes, and further examined the effects on academic performance. The results indicate that the longitudinal trajectories of all the 2 × 2 achievement goal orientations can be divided into decreasing class and increasing class. Taking the increasing class as the reference, extroversion, high BMI, high sleep duration, and major are related factors of students in the decreasing class of performance-approach goals. Extroversion and father’s education level are associated with students in the decreasing class of mastery-avoidance goals. Extroversion, high sleep duration, father’s education level, family economic status, and family social status correlate with students in the decreasing class of mastery-approach goals. In addition, there are significant differences in the academic performance of students in different trajectory classes.

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来源期刊

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.

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