天津职业技术师范大学学报

选取天津工程师范学院240名大学生进行成就动机测试,从中随机选取追求成功者与避免失败者各36名,采用2×2(成就动机类型×情境类型)被试间设计,在个体化和竞争两种学习情境下进行双手协调技能学习和练习。以双手协调技能的操作时间为因变量进行归纳,结果显示:(1)成就动机类型与学习情境类型对双手协调技能形成的影响主效应显著,但交互作用不显著;(2)在两种学习情境下,追求成功者双手协调技能的操作成绩均优于避免失败者;(3)两种成就动机类型大学生在竞争情境下双手协调操作技能成绩优于个体化情境。

240 college students of Tianjin University of Technology and Education participated in the AMS test.According to the result of AMS,the students were divided into two groups: one group whose motive was to achieve success(MAS) and the other group whose motive was to avoid failure(MAF).Then 36 MAS subjects and 36 MAF subjects were selected randomly.Using 2 × 2(types of achievement motivation × types of learning situation) between-subjects design,the study carried out both hands coordination skills learning and practice in two learning situations(individual learning situation and competitive learning situation).The dependent variable was the operative performance of both hands coordination skills.(1)The main effect of different achievement motivation and learning situation on operative skills of college students is significant;but the interaction between them is not significant.(2) In both competitive learning situation and individualistic learning situation,the operative performance of subjects from MAS are significantly shorter than subjects from MAF in two learning situations;(3)The operative performance of subjects in competitive learning situation,from both MAS and MAF,are shorter than that in individualistic learning situation.