ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 2000, Vol. 32 ›› Issue (1): 65-69.

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动机因素、学习策略、智力水平对学生学业成就的影响

王振宏;刘萍   

  1. 庆阳师范专科学校心理室!庆阳７４５０００,西北师范大学教育科学院!兰州７３００７０
  • 出版日期:2000-03-25 发布日期:2000-03-25
  • 通讯作者: 王振宏

THE INFLUENCE OF MOTIVATIONAL FACTORS, LEARNING STRATEGY,AND THE LEVEL OF INTELLIGENCE ON THE ACADEMIC ACHIEVEMENT OF STUDENTS

Wang Zhenhong(Qingyang Teacher's College, Qingyang 745000)Liu Ping(Northwest Normal University, Lanzhou 730070)   

  • Published:2000-03-25 Online:2000-03-25

摘要： 以１１９名高中学生为被试，测量研究了动机因素、学习策略、智力水平对学生学业成就的影响。结果表明，自我效能、内在动机、掌握目标、学习策略、智商分数与学业成就呈显著的正相关，外在动机、业绩目标与学业成就呈显著的负相关。智商分数、学习策略、动机因素与学业成就存在着因果关系，智商分数（β＝０.４７６）、学习策略（β=０．２２０）、自我效能（β＝０.２０７）、掌握目标（β＝０．１８５）对学业成就有显著的回归效应，并直接影响学业成就。而内在动机（β＝０．１８４）通过直接影响学习策略而间接影响学业成就。

关键词: 动机因素, 学习策略, 智力水平, 学业成就

Abstract: Questionnaires were group administered to 119 high school students, this study examined theinfluence of motivation, learning strategy, and intelligence factors on the academic achievement of thestudents. Correlation, regression, and path analyses indicated that motivation, learning strategy, and IQwere not only correlated with academic achievement, but there also was a causal relationship amongthem. The study demonstrated that self-efficacy, intrinsic motivation, master goal, learning strategy, andIQ were positively correlated with achievement. Extrinsic motivation, performance goal were negativelycorrelated with achievement. Moreover, IQ(β= 0.476), learning strategy (β= 0.220),self-efficacy(β =0.207), and master goal (β= 0.185) influenced academic achievement directly, intrinsic motivationinfluenced academic achievement indirectly by raising the level of the use of learning strategy.

Key words: motivation factor, learning strategy, level of intelligence, academic achievement