Learning and Motivation最新文献

Metacognitive training for algebra teaching to high school students: An action research study 高中生代数教学中的元认知训练：一项行动研究

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102064

Özlem Okumuş , Mesut Öztürk

Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.

元认知是数学教育研究中的一个基本概念。研究表明，土耳其的高中生必须在学习数学，特别是代数方面取得预期的成功。为此，国家教育部在土耳其发起了数学动员活动。数学动员是一个使数学学习与日常生活技能相适应的项目，它使学习更容易接受，并确保学生从小就爱上这门课程。在与教师的初步访谈中，教师们表示，高中生需要表现出足够的元认知规划和监控策略。因此，他们需要在规划和监控学习过程以及激发学习动机方面得到帮助。文献表明，元认知规划和监控在代数教学中是有效的。在此背景下，"如何在高中生的代数学习中培养元认知策略？"的研究试图寻求这一问题的答案。基于初步的教师访谈，研究人员与教师合作制定了行动计划。在循环模式中，研究人员对这些行动计划进行测试和修订。经过三次循环往复，研究人员为高中学生开发了一种基于元认知规划和监控的教学技术。研究结果表明，元认知培训教会了学生元认知规划、监控、预测、意识和动机策略。

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引用次数: 0

Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective 研究课堂气氛和师生关系在 EFL 学生感知的学习成果中的作用：自我决定理论视角

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102062

Tianxia Luo , Ali Derakhshan

Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.

研究证实，课堂气氛和师生关系的质量在第二语言/外语（L2）学习中发挥着重要作用。然而，它们对学习成果的贡献却被忽视了。为了填补这一空白，本研究借鉴依恋理论（AT）和自我决定理论（SDT），从中国 EFL 学生的角度评估课堂气氛、师生关系和学习效果之间的相互作用。此外，研究还探讨了课堂气氛和师生关系对中国 EFL 学生感知学习成果的预测作用。为此，研究人员向中国的大量 EFL 学生（N = 413）发放了三份调查问卷。随后，使用 AMOS 软件、结构方程模型（SEM）和确证因子分析（CFA）对数据进行分析。结果表明，感知到的学习成果、师生关系和课堂气氛之间存在着强烈而显著的相关性。回归分析还显示，师生关系（β=.211，p=.000）和课堂气氛（β=.434，p=.000）对 EFL 学习者的感知学习结果有显著的预测作用。它们可以共同预测 39.8 % 的感知学习结果变异。这些结果为学习环境和课堂互动对学生学习的贡献提供了新的认识。

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引用次数: 0

Degraded contingency effect on running-based flavor aversion in rats: Testing the associative cue-competition account with flavors of minimal similarity 对大鼠基于奔跑的味道厌恶的退化应急效应：用相似性最小的味道检验联想线索-竞争账户

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102061

Sadahiko Nakajima, Kenji Okuda

Wheel running endows aversion to a paired flavor in laboratory rats, reflecting a form of Pavlovian conditioning, where the contingency between the flavor and running is crucial for the development of flavor aversion. This study investigates the impact of additional wheel running (extra running) opportunities on the development of flavor aversion based on the contingent flavor-running training. All rats had access to a target solution, followed by the opportunity to run on 5 out of 10 training days. The three groups of rats differed in treatment on the remaining 5 days: Unsignaled rats ran after consuming familiar tap water, while signaled rats ran after ingesting a solution of another flavor (a cover cue), and control rats drank tap water without running. The post-training choice test revealed that the unsignaled rats exhibited a weaker aversion for the target flavor compared to the control rats, indicating an attenuating effect of the extra running on running-based conditioned flavor aversion. This "degraded contingency effect" remained unchanged when the running was signaled by another flavor cue: the target flavor preference of the signaled rats was equivalent to that of the unsignaled rats. The failure to obtain any effect of the second flavor on the target aversion suggests that the degraded contingency effect demonstrated here is better explained by either habituation or the comparator mechanism, rather than cue competition.

车轮跑使实验鼠对配对的味道产生厌恶，这反映了一种巴甫洛夫条件反射，其中味道和跑步之间的或然性对味道厌恶的形成至关重要。本研究调查了基于或然味道-奔跑训练的额外车轮奔跑（额外奔跑）机会对味道厌恶发展的影响。所有大鼠都有机会接触目标溶液，然后在 10 个训练日中的 5 天有机会跑步。在剩下的 5 天中，三组大鼠的待遇不同：无信号大鼠在喝下熟悉的自来水后奔跑，而有信号大鼠在喝下另一种味道的溶液（掩护线索）后奔跑，对照组大鼠喝下自来水后不奔跑。训练后的选择测试表明，与对照组大鼠相比，无信号大鼠对目标味道的厌恶程度较弱，这表明额外的奔跑对基于奔跑的条件性味道厌恶有减弱作用。这种 "退化的条件反射效应 "在通过另一种味道线索发出奔跑信号时保持不变：发出信号的大鼠对目标味道的偏好与未发出信号的大鼠相当。第二种味道没有对目标厌恶产生任何影响，这表明这里所展示的退化或然效应更适合用习惯或比较机制来解释，而不是用线索竞争来解释。

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引用次数: 0

Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies 自学环境为何重要？教师和同伴的激励支持、乐趣和学习策略

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102067

Sabine Schweder, Diana Raufelder

This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement.

本研究在控制价值理论的框架内，探讨了教学环境对学生的学习乐趣、动力支持和学习策略的影响。本研究针对评分标准指导下的自学（SL）实证研究中存在的空白，探讨了同伴和教师动机如何与成就情绪相互作用，从而影响学习结果。1410名七、八年级学生参与了这项研究，与传统的以教师为中心的自学环境相比，自学环境采用了能力评分标准。研究采用多组结构方程模型来检验激励支持对学生的乐趣、努力和控制策略的潜在相互作用。结果表明，与传统学习相比，可持续学习环境更能激发学生的学习乐趣，但随着可持续学习环境中学习乐趣的增加，同伴激励的影响也会减弱。值得注意的是，同伴激励在传统课堂中的作用更为复杂，有时会对快乐和努力之间的关系产生负面调节作用。这些研究结果表明，可持续学习环境可以通过减少对同伴影响的依赖，更好地支持自主学习动机，从而突出强调内在动机优先的自我调节学习模式的益处。这项研究为设计能提高学生乐趣和参与度的学习环境提供了实用的见解。

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引用次数: 0

The mediating role of self-efficacy between high school students’ perceived teacher support and mathematics feedback literacy 自我效能感在高中生感知到的教师支持与数学反馈素养之间的中介作用

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102065

Hao Chen , Yafeng Xu , Defang Wang , Xia Zhang , Jun Ma , Sanyi Tang

Background

During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.

Methods

The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.

Results

The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.

Conclusion

This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.

背景在高中阶段，一些学生由于数学反馈素养不足而在数学学习上举步维艰。数学教师的支持对提高学生的数学反馈素养至关重要。本研究旨在分析高中生数学反馈素养的基本特征，考察他们感知到的数学教师支持与反馈素养之间的联系，并探讨在此背景下数学自我效能感的影响。研究方法：研究对象为中国西部省份的619名高中生，包括高一学生（366人，占59.1%）和高二学生（253人，占40.9%）。研究发现，学生感知到的数学教师支持（尤其是情感支持和自主支持）与数学反馈素养之间存在显著的正相关，其中情感支持的解释能力最强。更深入的研究表明，数学自我效能感在这一联系中起着关键的中介作用，特别是在情感支持与数学反馈素养的各个方面之间。结论这项研究强调了学生感知到的数学教师支持（特别是情感支持）和数学自我效能感在培养高中生数学反馈素养方面所起的关键作用。这些发现不仅拓宽了反馈素养研究的理论视野，而且为提高高中生的数学反馈素养、增强数学自我效能感、最终促进数学学习效能和数学思维能力的发展提供了新的实践视角和策略建议。

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引用次数: 0

Shaping inter-response time and run length using a discrete-trial percentile schedule combined with a fixed consecutive number procedure 使用离散试验百分位数计划与固定连续数程序相结合来调整反应间时间和运行长度

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102066

Tomotaka Orihara , Takayuki Tanno

In shaping the long inter-response time (IRT), the effect of combining a fixed consecutive number (FCN) procedure with a discrete-trial percentile schedule was examined. In each trial, pigeons were required to peck at least once at the IRT start key and then at the IRT end key. Reinforcers were presented according to the percentile schedule based on the time interval between two pecks (IRT) or the cumulative number of pecks to the IRT start key before pecking the IRT end key. Successful shaping was observed when the FCN procedure was combined with a percentile schedule. The procedure developed in this study provides an ideal baseline performance for studying response shaping with IRTs.

在塑造较长的反应间时间（IRT）时，研究人员考察了将固定连续数（FCN）程序与离散试验百分位表相结合的效果。在每次试验中，要求鸽子在 IRT 开始键和 IRT 结束键上至少啄一次。强化物根据两次啄键之间的时间间隔（IRT）或啄IRT结束键之前啄IRT起始键的累计次数按百分位表发放。当 FCN 程序与百分位计划相结合时，可观察到成功的塑形。本研究开发的程序为研究 IRT 的反应塑造提供了理想的基准性能。

引用次数: 0

Effect of Raha syrup on the motivational effects of morphine and CSF serotonin levels in rats 拉哈糖浆对大鼠吗啡动机效应和脑脊液血清素水平的影响

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102063

Mitra As’habi , Mahdi Zahedi-Khorasani , Freshteh Haerifar , Ali Ghanbari , Ali khaleghian , Hossein Miladi-Gorji

Opiates may influence motivational processes by a dysregulation of brain reward pathways that play a role in context-induced reinstatement of drug seeking. Raha syrup as herbal bioactive compounds with anti-anxiety/depressant effects may be prevented morphine-induced reward and motivation effects. Therefore, the aim of this study was to investigate the effect of Raha syrup on the rewarding effects of morphine and motivational aspects of morphine-seeking behavior in morphine-induced conditioned place preference (CPP) model and also the cerebrospinal fluid (CSF) serotonin levels following the extinction and reinstatement in rats. In this study, adult male Wistar rats received Raha syrup via oral gavage to assess of the acquisition, extinction and reinstatement of the morphine-induced CPP and as well as measurement of the CSF serotonin levels. Administration of Raha syrup during the conditioning period significantly attenuated the acquisition of morphine-induced CPP, and increased the CSF serotonin level, 6 days after cessation of treatment during extinction, while did not affect the duration of the extinction period. Also, Raha syrup during the extinction period did not affect the reinstatement of morphine-induced CPP and the CSF serotonin levels in rats. We conclude that Raha syrup attenuated the acquisition of morphine reward probably through an increase in CSF serotonin, while could not maintain the extinguished CPP and had no effect on the reinstatement. Therefore, Raha syrup as a useful adjunctive therapeutic strategy may exert a protective effect against opiate-related rewards, while it may be ineffective to prevention of motivation or drug-seeking reinstatement (relapse).

鸦片制剂可能会通过大脑奖赏通路的失调来影响动机过程，而大脑奖赏通路在情境诱导的药物寻求恢复中发挥着作用。拉哈糖浆作为具有抗焦虑/抑郁作用的草药生物活性化合物，可能会防止吗啡引起的奖赏和动机效应。因此，本研究旨在探讨拉哈糖浆对吗啡诱导的条件性位置偏好（CPP）模型中吗啡的奖赏效应和吗啡寻求行为动机方面的影响，以及对大鼠绝迹和恢复后脑脊液（CSF）中血清素水平的影响。在这项研究中，成年雄性 Wistar 大鼠通过口服 Raha 糖浆来评估吗啡诱导的条件性位置偏好模型的获得、消退和恢复，以及 CSF 血清素水平的测量。在条件反射期服用拉哈糖浆可明显减弱吗啡诱导的CPP的获得，并在消退期停止治疗6天后增加脑脊液血清素水平，但不影响消退期的持续时间。此外，在消退期服用拉哈糖浆也不会影响吗啡诱导的CPP的恢复和大鼠脑脊液血清素水平。我们的结论是，拉哈糖浆可能通过增加脑脊液血清素来减少吗啡奖赏的获得，但不能维持已熄灭的CPP，对恢复也没有影响。因此，拉哈糖浆作为一种有用的辅助治疗策略，可能会对鸦片相关奖赏产生保护作用，但对预防动机或觅药复吸（复发）可能无效。

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引用次数: 0

Crocin has a greater therapeutic role in the restoration of behavioral impairments caused by maternal social isolation in adolescent than in adult offspring probably through GSK-3beta downregulation 与成年后代相比，克罗霉素可能通过下调 GSK-3beta 在恢复青少年因母体社会隔离造成的行为障碍方面发挥着更大的治疗作用

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-10-23 DOI: 10.1016/j.lmot.2024.102060

Hanie Karimi , Marjan Mohamadian , Paniz Azizi , Pouya Ghasemi , Mokhtar Karimi , Tannaz Layegh , Majid Rahmatkhah-Yazdi , Salar Vaseghi

Parental stress drastically impairs cognitive and behavioral functions of the offspring. Social isolation, as one of the most stressful conditions for social animals including rats induces a wide range of destructive effects on behavioral functions. On the other hand, Crocin (active component of Crocus sativa) induces pro-cognitive and neuroprotective effects. In the present study, we aimed to investigate the effects of prolonged maternal social isolation (pre-gestational) and crocin treatment on cognitive and behavioral functions in both adolescent and adult offspring. Female adult rats (mothers) were socially isolated from PND 30 to PND 80 (50 days). The treatment was performed by intraperitoneal injections of crocin (10, 30, and 50 mg/kg) during PND 39–45 or PND 59–65 (7 consecutive days), in the rat offspring. Behavioral assessments were done when the offspring were on PND 45 (adolescent) or PND 65 (adult). The expression level of Glycogen synthase kinase-3 beta (GSK-3beta) in the hippocampus was measured using real-time PCR. The results showed maternal social isolation decreased locomotion and impaired memory in adolescents, and increased anxiety- and depressive-like behaviors and GSK-3beta level, and decreased pain threshold in both adolescents and adults. Crocin (30 and 50 mg/kg) restored or attenuated the effect of maternal social isolation on behavioral functions and GSK-3beta in adolescents and adults, with more effect in adolescents. In conclusion, we showed that crocin treatment can restore the destructive effects of maternal social isolation stress in the offspring, with stronger therapeutic effects in adolescents. Also, GSK-3beta downregulation may underlie the beneficial effects of crocin.

父母的压力会严重损害后代的认知和行为功能。社会隔离是包括大鼠在内的社会性动物所面临的最大压力之一，会对行为功能产生广泛的破坏性影响。而 Crocin（茜草的活性成分）则具有促进认知和保护神经的作用。在本研究中，我们旨在探讨母体长期社会隔离（妊娠前）和巴豆苷处理对青少年和成年后代认知和行为功能的影响。雌性成年大鼠（母鼠）在 PND 30 至 PND 80（50 天）期间被社会隔离。在PND 39-45或PND 59-65（连续7天）期间，对后代大鼠腹腔注射黄曲霉素（10、30和50毫克/千克）。后代在 PND 45（青春期）或 PND 65（成年期）时进行行为评估。海马中糖原合成酶激酶-3 beta（GSK-3beta）的表达水平采用实时 PCR 法进行测量。结果表明，母性社会隔离会降低青少年的运动能力并损害其记忆力，同时会增加青少年和成人的焦虑和抑郁样行为及 GSK-3beta 水平，并降低疼痛阈值。藏霉素（30和50毫克/千克）可恢复或减轻母体社会隔离对青少年和成人行为功能和GSK-3beta的影响，其中对青少年的影响更大。总之，我们的研究表明，羊角霉素治疗可以恢复母体社会隔离应激对后代的破坏作用，对青少年的治疗效果更强。此外，GSK-3beta的下调可能是黄花苷有益作用的基础。

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引用次数: 0

How enjoyment spread its wings on tertiary learners’ psychological needs in ChatGPT-assisted English learning 在 ChatGPT 辅助英语学习中，享受如何为大专学习者的心理需求插上翅膀

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-10-19 DOI: 10.1016/j.lmot.2024.102057

Shuqiong Luo , Di Zou

While ChatGPT has emerged as a valuable asset in English education, the success of ChatGPT-assisted English learning requires the consideration of students’ emotional and psychological factors. Grounded by the self-determination theory and control-value theory of achievement emotions, this study investigated the associations between enjoyment and basic psychological needs in the ChatGPT-assisted English learning context to help learners achieve success in English learning in the ChatGPT-integrated setting as existing studies on the interplay between positive emotions and basic psychological needs did not consider the features of ChatGPT. The role of gender was also considered due to its importance in influencing enjoyment, basic psychological needs, and AI-integrated language learning in previous studies. Data were collected from 347 Chinese tertiary English learners through the quantitative method containing two questionnaires. The empirical findings via the structural equation modeling indicated a positive impact of enjoyment on basic psychological needs factors. In addition, the results of multivariate analysis of variance and multivariate analysis of covariance revealed no gender differences among enjoyment and basic psychological needs factors and no significant difference in the relation between enjoyment and basic psychological needs after controlling the impact of gender. Theoretical and practical implications for educators and university learners in ChatGPT-assisted English classrooms were discussed.

虽然 ChatGPT 已成为英语教育的宝贵财富，但 ChatGPT 辅助英语学习的成功需要考虑学生的情感和心理因素。本研究以成就情感的自我决定理论和控制价值理论为基础，调查了 ChatGPT 辅助英语学习情境中的愉悦感和基本心理需求之间的关联，以帮助学习者在 ChatGPT 整合环境下的英语学习中取得成功，因为现有关于积极情绪和基本心理需求之间相互作用的研究并未考虑 ChatGPT 的特点。由于在以往的研究中，性别在影响乐趣、基本心理需求和人工智能整合语言学习方面具有重要作用，因此我们也考虑了性别的作用。本研究通过两份问卷的定量方法收集了 347 名中国高等院校英语学习者的数据。通过结构方程模型得出的实证结果表明，乐趣对基本心理需求因素有积极影响。此外，多变量方差分析和多变量协方差分析的结果显示，在控制了性别的影响之后，享受和基本心理需求因素之间没有性别差异，享受和基本心理需求之间的关系也没有显著差异。讨论了 ChatGPT 辅助英语课堂对教育工作者和大学学习者的理论和实践意义。

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引用次数: 0

Does poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students 贫困真的会扼杀进取心吗？中国贫困大学生成就动机的潜在特征分析

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2024-10-17 DOI: 10.1016/j.lmot.2024.102056

Xiaoqing Zeng , Song Tu

This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: Optimists (high pursuit of success, low failure avoidance, accounting for 7.90 %); Self-protectors (low pursuit of success, high failure avoidance, accounting for 29.40 %); Failure Acceptors (low pursuit of success, low failure avoidance, accounting for 39.30 %); and Overstrivers (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) Optimists and Overstrivers seem the more positive types of achievement motivation (accounting for 31.30 %).

本研究旨在调查低收入和正常收入背景的大学生在成就动机方面的差异，并探讨贫困大学生成就动机的主要特征。本研究对 260060 名大学生进行了调查，并采用潜特征分析法（Latent Profile Analysis，LPA）来识别贫困大学生的成就动机类型。结果表明(1）贫困大学生的成就动机水平明显高于非贫困大学生。具体而言，在中国，贫困大学生追求成功的动力明显更强，而回避失败的倾向较弱；(2) 研究发现了贫困大学生的四种成就动机类型：乐观主义者（高度追求成功，低度回避失败，占样本的 7.90%）；自我保护者（低度追求成功，高度回避失败，占样本的 29.40%）；失败接受者（低度追求成功，低度回避失败，占样本的 39.30%）；过度奋斗者（高度追求成功，高度回避失败，占样本的 23.40%）。结论：（1）在中国，贫困学生比非贫困学生更渴望成功；（2）乐观主义者和过度追求者似乎是成就动机中更积极的类型（占 31.30%）。

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引用次数: 0