成就目标定向与学业成绩关系的元分析：自我效能感、学习投入的中介作用

doi:10.3724/SP.J.1042.2024.01104

摘要/Abstract

摘要：

成就目标定向是影响学生学业成绩的重要因素, 诸多研究探讨了成就目标定向与学业成绩之间的内在联系, 但二者之间相关性的大小、中介和调节机制仍存有争议。因此当前研究采用元分析方法检验效应量的可靠性、自我效能感和学习投入的中介效应以及一系列调节效应。研究共纳入符合要求的原始文献67篇, 含206个效应量。结果发现：(1)掌握接近目标和表现接近目标与学业成绩呈显著正相关, 而掌握回避目标和表现回避目标与学业成绩呈显著负相关, 且各指标与学业成绩存在稳健的弱相关。(2)成就目标定向与学业成绩的关系受到年龄阶段、测量工具的影响, 不受性别比例、成绩类型的调节。(3)自我效能感和学习投入在成就目标定向对学业成绩影响中发挥着中介作用, 但学习投入的中介作用只存在于中学组, 在大学组学习投入的中介作用不显著。

关键词: 成就目标定向, 自我效能感, 学习投入, 学业成绩, 元分析

Abstract:

Achievement goal orientation is an important source of motivation for individuals, and it affects academic performance by influencing cognitive, emotional, and motivational processes related to academics. Examining the relationship between achievement goal orientation and academic performance can reveal the intrinsic reasons for differentiation in students’ grades, thereby deepening the understanding of the inherent mechanisms of students’ learning processes at a micro level. Consequently, there is growing interest in the relationship between achievement goal orientation and academic performance. With continuing advances in developmental psychology, current research is increasingly focusing on the mediating mechanisms between achievement goal orientation and academic performance. A review the literature reveals that current research mainly focuses on exploring the independent and chained effects of self-efficacy and student engagement on academic performance at the non-intellectual factor level. Self-efficacy refers to an individual’s belief in their perceived ability to achieve predetermined goals, which is a key factor influencing students’ learning engagement and academic performance. Student engagement refers to the time and effort individuals invest in purposeful educational activities and is an important proximal factor in predicting students’ academic performance. However, there are no uniform findings on the strength of the correlation between achievement goal orientation and academic performance. There is also no clear conclusion on which moderating factors influence both, as well as the extent to which mediating factors affect them. Furthermore, current meta-analyses have a relatively scattered explanatory perspective on achievement goal orientation; so far, only the relationship between the sub-dimensions of achievement goal orientation and academic performance has been explored. In addition, some studies have placed achievement goal orientation within the intermediate structure of motivation and behavior, focusing on the association between achievement goal orientation and its antecedents and consequences. Moreover, current meta-analyses have not fully explored the potential moderating factors in the relationship between the four-factor structure of achievement goal orientation and academic performance. Due to the limited number of studies on the relationship between mastery-avoidance goals and academic performance, previous research has mostly focused on overall tracking by incorporating mastery-avoidance goals into mastery goals. Finally, current meta-analyses have not yet thoroughly investigate the mediating of non-intellectual factors between achievement goal orientation and academic performance, with most studies focusing on integrating effect sizes and exploring possible moderating variables, using samples that do not involve mediating variables. Specifically, the meta-analysis of the four-factor structural model of achievement goal orientation, dating back approximately ten years, may suffer from time lag bias. Therefore, the present study, based on achievement goal orientation theory, expectancy-value theory, and self-efficacy theory, conducted a meta-analysis to explore the consistencies and differences in existing international studies. It provides a comprehensive report on the relevance of the relationship between achievement goal orientation and academic performance, with a particular focus on exploring the mediating effects of self-efficacy and student engagement as well as a range of moderating effects. A total of 67 empirical research and 206 effect sizes were included through literature retrieval. Results of our analysis were as follows: (1) Mastery-approach and performance-approach goals were significantly and positively correlated with academic achievement, while mastery-avoidance and performance-avoidance goals were significantly and negatively correlated with academic achievement; each indicator was robustly and weakly dependent on academic achievement. (2) The relationship between achievement goal orientation and academic achievement was influenced by age stage and measurement tools, but not by gender ratio or achievement type. (3) Self-efficacy and student engagement played significant mediating roles in the relationship between achievement goal orientation and academic performance; however, the mediating effect of student engagement was only significant for students in the middle school group and not the university school group.

Key words: Achievement goal orientation, self-efficacy, student engagement, academic achievement, meta-analysis

中图分类号:

B849: G44

吴佳桧, 傅海伦. (2024). 成就目标定向与学业成绩关系的元分析：自我效能感、学习投入的中介作用. 心理科学进展 , 32(7), 1104-1125.

WU Jiahui, FU Hailun. (2024). A meta-analysis of the relationship between achievement goal orientation and academic achievement: The mediating role of self-efficacy and student engagement. Advances in Psychological Science, 32(7), 1104-1125.

图/表 14

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变量关系	K	r	95% CI		Z	Q_w	p	I²	T²
MAP & AP	60	0.19	0.18	0.23	15.78	261.43^***	< 0.001	77.43	0.007
MVP & AP	24	−0.08	−0.12	−0.04	−4.05	108.72^***	< 0.001	78.85	0.007
PAP & AP	60	0.10	0.07	0.13	6.87	341.69^***	< 0.001	82.73	0.009
PVP & AP	62	−0.12	−0.14	−0.09	−9.30	266.25^***	< 0.001	77.09	0.007

变量关系	K	r	95% CI		Z	Q_w	p	I²	T²
MAP & AP	60	0.19	0.18	0.23	15.78	261.43^***	< 0.001	77.43	0.007
MVP & AP	24	−0.08	−0.12	−0.04	−4.05	108.72^***	< 0.001	78.85	0.007
PAP & AP	60	0.10	0.07	0.13	6.87	341.69^***	< 0.001	82.73	0.009
PVP & AP	62	−0.12	−0.14	−0.09	−9.30	266.25^***	< 0.001	77.09	0.007

变量关系	K	N	r	95% CI		I²	异质性
变量关系	K	N	r	95% CI		I²	Q_w	df	p
MAP & SE	43	16775	0.52	0.46	0.57	92.12	533.11^***	42	< 0.001
MVP & SE	17	7524	−0.13	−0.21	−0.06	90.06	140.82^***	16	< 0.001
PAP & SE	43	16937	0.27	0.22	0.31	88.90	369.27^***	42	< 0.001
PVP & SE	45	20492	−0.15	−0.18	−0.12	81.16	233.56^***	44	< 0.001
MAP & LE	37	24303	0.48	0.43	0.53	91.67	420.40^***	36	< 0.001
MVP & LE	12	7008	−0.10	−0.18	−0.02	91.13	135.29^***	11	< 0.001
PAP & LE	33	19764	0.22	0.18	0.26	86.39	235.18^***	32	< 0.001
PVP & LE	37	22190	−0.13	−0.19	−0.08	93.37	542.64^***	36	< 0.001

变量关系	K	N	r	95% CI		I²	异质性
变量关系	K	N	r	95% CI		I²	Q_w	df	p
MAP & SE	43	16775	0.52	0.46	0.57	92.12	533.11^***	42	< 0.001
MVP & SE	17	7524	−0.13	−0.21	−0.06	90.06	140.82^***	16	< 0.001
PAP & SE	43	16937	0.27	0.22	0.31	88.90	369.27^***	42	< 0.001
PVP & SE	45	20492	−0.15	−0.18	−0.12	81.16	233.56^***	44	< 0.001
MAP & LE	37	24303	0.48	0.43	0.53	91.67	420.40^***	36	< 0.001
MVP & LE	12	7008	−0.10	−0.18	−0.02	91.13	135.29^***	11	< 0.001
PAP & LE	33	19764	0.22	0.18	0.26	86.39	235.18^***	32	< 0.001
PVP & LE	37	22190	−0.13	−0.19	−0.08	93.37	542.64^***	36	< 0.001

指标	调节变量	类别	异质性分析				效应量及95%的置信区间
指标	调节变量	类别	Q_B	df	p	K	r	95%
MAP	年龄阶段	小学	20.93	2	0.000	7	0.27	0.20	0.34
		中学				28	0.23	0.19	0.27
		大学				25	0.14	0.11	0.17
	测量工具	AGQ	8.72	2	0.013	19	0.21	0.18	0.25
		AGQ-R				6	0.26	0.23	0.30
		PALS				33	0.18	0.15	0.23
	成绩类型	课程测验	0.90	1	0.343	52	0.21	0.18	0.24
	成绩类型	标准化测验	0.90	1	0.343	8	0.17	0.12	0.23
MVP	年龄阶段	小学	9.84	2	0.007	1	−0.14	−0.22	−0.06
		中学				12	−0.13	−0.18	−0.08
		大学				11	−0.05	−0.08	−0.03
	测量工具	AGQ	6.91	2	0.032	11	−0.10	−0.18	−0.01
		AGQ-R				7	−0.12	−0.18	−0.07
		PALS				6	−0.05	−0.08	−0.02
	成绩类型	课程测验	1.18	1	0.277	22	−0.10	−0.13	−0.07
	成绩类型	标准化测验	1.18	1	0.277	2	−0.07	−0.11	−0.03
PAP	年龄阶段	小学	9.57	2	0.008	8	0.17	0.12	0.22
		中学				28	0.12	0.07	0.16
		大学				24	0.06	0.01	0.11
	测量工具	AGQ	30.77	2	0.000	18	0.14	0.07	0.17
		AGQ-R				7	0.20	0.18	0.26
		PALS				33	0.07	0.04	0.11
	成绩类型	课程测验	0.53	1	0.467	53	0.11	0.08	0.14
	成绩类型	标准化测验	0.53	1	0.467	7	0.08	0.02	0.15
PVP	年龄阶段	小学	8.45	2	0.015	7	−0.17	−0.25	−0.10
		中学				31	−0.14	−0.17	−0.11
		大学				25	−0.07	−0.11	−0.03
	测量工具	AGQ	6.13	2	0.047	21	−0.13	−0.17	−0.09
		AGQ-R				8	−0.16	−0.22	−0.11
		PALS				31	−0.09	−0.12	−0.06
	成绩类型	课程测验	1.11	1	0.291	54	−0.12	−0.15	−0.09
	成绩类型	标准化测验	1.11	1	0.291	8	−0.09	−0.14	−0.05