掌握方法和绩效方法的目标在个人学术目标追求过程中预测了不同的结果
Inbar Katz-Vago1, Moti Benita1
1School of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel.
The British journal of educational psychology
|November 23, 2023
概括
掌握目标提高学术进步和努力,而绩效目标可以增加负面情绪和危机. 了解这些目标类型是优化学生成功的关键.
科学领域:
- 教育心理学教育心理学
- 实现目标理论的目标理论
- 学生福利 学生福利
背景情况:
- 成就目标,通常是抽象的 (掌握,表现),与具体的日常学术追求形成对比.
- 目标追求中的障碍可能导致行动危机,影响学生.
研究的目的:
- 调查如何掌握和绩效目标影响进步,努力和幸福在学术目标追求期间.
- 确定这些目标是否能缓和行动危机与目标追求之间的关系.
主要方法:
- 每天的日记研究涉及154名以色列学生准备考试.
- 参与者报告了类似特征的成就目标,并完成了10天的进展,努力,幸福感和行动危机的日常评估.
主要成果:
- 掌握目标积极预测日常努力和进步,负面预测行动危机.
- 绩效目标积极预测负面影响和行动危机.
- 行动危机影响了第二天的进展,并根据绩效目标水平而有不同的影响.
结论:
- 像特征这样的成就目标影响着追求共同的个人目标.
- 掌握目标与最佳的学术目标追求有关.
- 绩效目标与非最佳的学术目标追求有关.
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