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首页> 外文期刊>Asian Journal of Social Psychology >Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance
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Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

机译：学术动机和成就的社会文化先决条件：价值观和成就动机在成就目标和学习成绩中的作用

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With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual-oriented and social-oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one-path analytic model with a sample of Indonesian high-school students (n?=?356; 46% girls, M age?=?16.20?years). The findings showed that security and conformity values positively predicted social-oriented achievement motive; self-direction values positively predicted individual-oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual-oriented and social-oriented achievement motives positively predicted mastery-approach and performance-approach goals. Interestingly, social-oriented achievement motive also positively predicted mastery-avoidance and performance-avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance-approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.
机译：为了理解文化对成就动机的影响，该研究旨在检验假设的个人取向和社会取向成就动机在将价值取向（例如成就，安全，顺从，享乐主义）与成就目标联系起来时的中介作用（例如，精通方法，避免精通，绩效方法和绩效避免目标）作为英语和数学成绩的预测指标。这些假设的关系在单路径分析模型中以印度尼西亚高中生的样本（n = 356； 46％的女孩，M年龄= 16.20岁）进行了检验。研究结果表明，安全性和合规性价值观积极预测了社会导向的成就动机；自我导向的价值观积极地预测了个人导向的成就动机；享乐主义价值观负面地预测了成就动机。以个人为导向和以社会为导向的成就动机都积极地预测了掌握方法和绩效方法的目标。有趣的是，以社会为导向的成就动机也积极地预测了逃避掌握和表现的目标，而负面地预测了英语和数学上的成就。也有一些证据表明价值观对绩效评估目标和成就的直接影响。综上所述，调查结果证明了成就目标结构与印尼学生的相关性以及成就版本问卷的印度尼西亚语版本的心理计量学特性，可在印尼进一步使用。研究得出的结论是，应该从与所研究的背景相关的社会文化角度看待学术动机和成就的含义。

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