摘要
从20世纪40、50年代开始,学习动机研究呈现出如下特点:在理论取向上,认知观和社会认知观取代早期的机械论,将学习动机与学习者所处的具体环境和学习中的认知要素结合起来加以研究,并开始关注学习动机的发展问题;在研究方法上,确立测量学习动机的主要指标和方法。但这些研究还存在着以下几个问题:动机概念的术语较多,缺乏区分效度;不同理论取向并存,难于构建一个完整的动机研究模式;研究者对学习动机基本性质的看法存在着重大分歧;过于倚重自我报告的问卷研究遭到越来越多的质疑。
Since the 1940s and 1950s, learning motivation research has presented the following characteristi es. In the theoretical orientation, cognition oudook and social cognition outlook have replaced the early mechanic theory, and do the research integrating learning motivation with learners＇ concrete environment and the cognitive elems in the learning,and start to pay attention to the developmental issues of learning motivation. In the research methods, main index and methods have been established to measure learning motivation. But there are still several problems with the research as follows： the terms of motivation concept are omnifarious and lack of differential validity; different theories exist together,which makes it difficult to construct a complete motivation research mode; there is great divergence among the researchers in the view of learning motivation basic nature; people have more and more questions to the questionnaire research excessively relying on the self report.
出处
《社会心理科学》
2012年第6期55-59,共5页
Science of Social Psychology
关键词
学习动机
理论取向
研究方法
learning motivation, theoretical orientation, research method
