大學(xué)生學(xué)業(yè)自我概念、成就目標(biāo)定向與學(xué)習(xí)堅(jiān)持性的關(guān)系研究.pdf

1、湖南師范大學(xué)碩士學(xué)位論文大學(xué)生學(xué)業(yè)自我概念、成就目標(biāo)定向與學(xué)習(xí)堅(jiān)持性的關(guān)系研究姓名：朱麗芳申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：發(fā)展與教育心理學(xué)指導(dǎo)教師：毛晉平20050401ABSTRACTLearningmotivationiSoneofinternalmotivepowersthatimprovestudydirectlyAcademicselfconceptandgoalmotivationarevariablesinthesystemofm

2、otivationThemaindifferenceofcollegestudents’learningbehaviorispersistence，SOthestudychooseslearningpersistenceasadependentvariableWehaverecruitedplentyofforeignachievementinstudyofmotivationWealsohavedonesomeresearchonba

3、seofourcotmtryAndmostofthepastresearchwasonbaseofmiddleandprimaryschoolstudentsThisstudyinvestigatesandanalysesthecollegestudents’academicselfconcept，goalmotivationandlearningpersistenceThroughthisstudywehopetoprovidesom

4、ebasisforhigheducationTheresultsareasfollowing：(1)Thecollegestudents’academicselfconceptdecreasebecauseofincreasinggradeGradeThreeisthetransitionAndtherearesignificantinteractioneffectsbetweenmajorandgrade，majoranddegree

5、，gradeanddegreeinit(2)ThecollegestudentsareinclinedtolearninggoalorientationTherearesignificantdifferencesbetweendifferentdegreecollegestudentsinlearninggoalAndthereisasignificantinteractioneffectbetweenmajoranddegreeini

6、t(3)Therearesignificantinteractioneffectsbetweenmajoranddegree，gradeanddegreeinlearningpersistence(4)Academicselfconceptandlearninggoalaffectthecollegestudents’learningpersistencedirectlyAcademicselfconceptalsoimpactslea