目的:探究目标定向、失败恐惧和职业成熟度之间的关系。方法:以常州某应用型本科高校600名大学生为研究对象,进行问卷调查。结果:(1) 大学生成绩接近和成绩回避与职业成熟度呈显著负相关;大学生掌握目标与职业成熟度呈显著正相关;(2) 大学生成绩接近和成绩回避与失败恐惧呈显著正相关;(3) 大学生失败恐惧与职业成熟度呈显著负相关;(4) 大学生掌握目标正向预测职业成熟度,大学生成绩接近与成绩回避负向预测职业成熟度,失败恐惧在成就目标定向与职业成熟度之间起到部分中介作用。本文还分析了这些结果的理论和实际意义,并提出了将来的研究方向。Objective: To explore the relationship between goal orientation, fear of failure and career maturity. Methods: A questionnaire survey was conducted with 600 college students from an applied undergraduate college in Changzhou. Results: (1) College students’ achievement proximity and achievement avoidance were significantly negatively correlated with career maturity;college students’ goal mastery was significantly positively correlated with career maturity;(2) college students’ achievement proximity and achievement avoidance were significantly positively correlated with fear of failure;(3) college students’ fear of failure was significantly negatively correlated with career maturity;(4) college students’ goal mastery positively predicted career maturity, college students’ achievement proximity and achievement avoidance negatively predicted career maturity, and fear of failure partially mediated the relationship between achievement goal orientation and career maturity. This paper also analyzes the theoretical and practical significance of these results and suggests directions for future research.
为了探究成就目标定向在学业自我概念与学业成绩关系中的调节作用,采用语文学业自我概念量表、数学学业自我概念量表和成就目标定向量表对1515名初中生进行测查。结果显示:(1)初中生语文-数学学业自我概念建构过程符合内/外参照模型(Internal/External Frame of Reference Model,I/EM);(2)掌握回避对I/EM的维度比较路径存在调节作用,掌握回避得分越高越易受维度比较效应的影响,该现象对于语文成绩和数学成绩相对差的学生更明显;(3)成绩回避对I/EM的社会比较路径存在调节作用,成绩回避得分越高越不易受社会比较效应的影响,该现象对于语文成绩和数学成绩相对好的学生更明显。本研究揭示了持有不同成就目标定向的初中生在学业自我概念建构过程中的差异,对引导初中生建构积极学业自我概念具有重要启示。
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