摘要
采用生命意义感量表(MLQ)中文修订版考察初、高中生生命意义感发展特点,并在此基础上探讨了中学生生命意义感与学习动机、学习成绩的关系,研究发现:①生命意义感与年级的交互作用显著,初中阶段男女学生报告的寻求意义感和拥有意义感均较为一致,高中阶段男女学生报告的寻找意义感均迅速上升,拥有意义感均迅速下降,寻求意义感和拥有意义感随年级上升呈"剪刀差"趋势;②中学生的生命意义感总分及其拥有意义感与学习成绩存在显著的正相关,寻求意义感与学习动机呈显著正相关,学习动机与学习成绩存在显著的正相关;③寻求意义感和拥有意义感均通过学习动机正向显著间接预测中学生的学习成绩,其中拥有意义感对学习成绩的正向总效应显著.
The developmental characteristics of middle-school students＇ meaning in life were analyzed with MLQ-C （Meaning in Life Questionnaire-Chinese version） and, based on the data obtained, the relationship of students＇ meaning in life with their Learning motivation and academic achievement were discussed. A significant interaction was found between meaning in life and grade. Search for meaning and presence of meaning reported by junior middle-school male and female students were relatively consistent, while for senior middle-school male and female students, search for meaning rose and presence of meaning dropped rapidly, thus a ＂scissors＂ trend between the two increasing with the grades. （2） The total score of middle- school students＇ meaning in life and its presence of meaning factor was in a significant positive correlation with academic achievement, search for meaning was in a significant positive correlation with learning motivation, and learning motivation and academic achievement were significantly positively correlated. Both search for meaning and presence of meaning may significantly, positively and indirectly predict middle- school students＇ academic achievement through learning motivation, and presence of meaning has a signifi cant positive total effect on academic achievement.
出处
《西南大学学报（自然科学版）》
CAS
CSCD
北大核心
2013年第10期165-170,共6页
Journal of Southwest University(Natural Science Edition)
基金
全国教育科学规划2012年度教育部青年基金资助项目(EBA120332)
西南大学心理学部重大项目(104530-20400104/4)
关键词
中学生
生命意义感
学习动机
学习成绩
middle school student
meaning in life
learning motivation
academic achievement
