外文翻譯---對(duì)學(xué)業(yè)自我妨礙的干預(yù)對(duì)策

1、<p><b>　　附錄二</b></p><p>　　The countermeasures of Academic Self-Handicapping</p><p>　　In the 1980s, foreign education psychology researchers argue that students in failure protec

2、tion ego value can produce the feeling, after the 1990s researchers from self-worth protection found Academic Self-Handicapping motives sex strategy. This paper studies the affecting factors and Self-Handicapping interve

3、ntion measures were summarized, aims to provide the scientific information for school education, make the students outside school Self-Handicapping predicament, deal with the challenge of </p><p>　　The conce

4、pt of Self-Handicapping studies</p><p>　　Self-Handicapping refers to the context, when individual achievement is facing the threat of evaluation for protection for successful self-respect, and set the obstac

5、le of self, make a series of successful behavior. Adverse Students for withdrawal possible negative emotional results to reduce or abandon efforts behavior called academic self obstacles. Covington think students have Se

6、lf-Handicapping motive, they can take failure explained as a result of the existing barriers is not because of his</p><p>　　The result of Academic Self-Handicapping</p><p>　　Self-Handicapping wi

7、th the results of the actions is a contradiction complex, the specific performance of the following aspects:</p><p>　　(1) The individual from Self-Handicapping the damage than in benefits. From the influence

8、 of achievements, long-term standpoint is a non adaptive strategies, reduce the effort and practice will reduce the possibility to succeed and damage achievements; (2) Self-Handicapping to escape, but failed to set up a

9、barrier to success but failure become more sure;</p><p>　　(3) Self-Handicapping is to protect self-esteem, and self-esteem became even more fragile;</p><p>　　(4) Self-Handicapping the protective

10、 attribution mode of failure of reduced self blame, but also reduce success has brought self-efficacy;</p><p>　　(5) In the success of the Self-Handicapping conditions, is likely to provoke students to their

11、personality of doubt, while in failed, others will draw with laziness, the Self-Handicapping with negative personality traits such as irresponsible;</p><p>　　(6) The Self-Handicapping, which causes the defen

12、sive attribution mode for their academic ability is not convinced, reduce efforts, lead to low achievements and low self-efficacy, interfere with individual personality mature and psychological health.</p><p&g

13、t;　　The influence factors of academic Self-Handicapping</p><p>　　(1) The individual to the performance results importance (value) perception.</p><p>　　The factors affect individual self-esteem i

14、n existing in "importance weighted" phenomenon, namely self-esteem to depend on one of his is very important in how to evaluate oneself. In individual think not important things to the success or failure of lit

15、tle impact of self-esteem and is unlikely to arouse Self-Handicapping behavior. So the more students to be interested in study, the more think learning important, meaningful, the more impossible and the Self-Handicapping

16、 the unfavorable to learn m</p><p>　　(2) The task is sure the feedback and uniform. Research shows that: unexpected success or failure causes the uncertainty of the students' self ability, sparking Self-

17、Handicapping behavior.</p><p>　　Teaching empty praise and too severe criticism and punish all belong to inconsistent evaluation feedback category.</p><p>　　(3)The level and stability of. self-es

18、teem</p><p>　　Not all face uncertain feedback result the students will use Self-Handicapping strategy. Those low levels of self-esteem or unstable students more prone to self handicap, they protect themselve

19、s; avoid attention than the desire to succeed failure. Some students show self-esteem is very strong, is actually a false or defensive, unstable high self-esteem, is a special case of low self-esteem. Have unstable high

20、self-esteem in learning the students only when it smoothly for his satisfaction, but no</p><p>　　(4) Academic self-efficacy.</p><p>　　Students can effectively control learning ability consciousn

21、ess and faith is academic self-efficacy, this kind of subjective judgment and objective ability is not always consistent. In any field, the studies found that high self-efficacy of people don’t always than low self-effic

22、acy are more ability. People with high self-efficacy are rarely use Self-Handicapping strategy, low self-efficacy people wonder whether their ability, this lets them expected oneself will fail, and the low level, and fai

23、</p><p>　　(5) Attribution ways.</p><p>　　If a person has no ability in a special mission success, the internalization of success and failure attribution mode is formations with adaptability and

24、constructive. And the Self-Handicapping the attribution, on the contrary, they tend to defensive attribution mode, whether it is success or failure, avoided for internal attribution. This will be for external, not the su

25、ccess or failure of the attribution ways hardly controllable factors raise self-efficacy and level of self-esteem. Midgley and </p><p>　　Intervention measures</p><p>　　According to the analysis

26、of the above conclusions, only one learns to success in the success for internal stability ability factors, to obtain the greatest degree of pride and a sense of security, not only will externalization to reduce shame an

27、d doubt failure, can stimulate individual dares to initiate more to achieve common difficulty mission, and on the difficult task better insist on sex, more efforts, therefore, they can experience more success. This kind

28、of self-improvement attribution mo</p><p>　　Instead, Self-Handicapping behavior of potential cognitive mechanism is defensive attribution mode, rarely for internal reasons to the success of the individual an

29、d will only for failture external factors making excuses individuals will expected future fail. The loser will escape achievement a task, and when facing difficulties will reduce hard task or abandon efforts. These adopt

30、s accept failure attribution mode will show more negative emotions and self assessment, and make the Self-Handicappin</p><p>　　According to the Self-Handicapping the cognitive characteristics, in education p

31、ractice, we should instruct students to make the correct attribution, form a positive self-improvement attribution mode, thus maximum limit arouse students' emotion and pride to motive. Pay particular attention to th

32、ose of self to block the attributional training for success focused on them, and make them the attribution of success more to be ability and hard work of the academic success attribution, control of the m</p><

33、p>　　First of all, understand the differences and different students’ attribution. This is achieved by specific attribution questionnaire to determine, also can be in long-term teachers and students interact, watched i

34、n generalizations. To the student is often a concrete analysis of high grades to stable factors or unstable factors? Internal factors and external factors? Controlled factor or controlled factor? Attribution is continuin

35、g to affect the students in grades, but also an important factor at</p><p>　　Secondly, through teacher evaluation and attribution way affect students' attribution thinking. For example: the teacher to ho

36、nor student and difference attribution is different. When honor student do a good deed or five, self hamper to get good grades, the teacher often attributed to capacity, quality, and when the internal factors such as wor

37、k the same good or live busily when getting good grades, but often by teachers attributable to task is simple, met the exterior factors such as luck. Conv</p><p>　　Third, good self-efficacy of training is se

38、lf-reinforcing, strengthen the confidence to eliminate the good method that Self-Handicapping. The students to Self-Handicapping (general will study result failure to not controllable factors), teachers should by creatin

39、g a series of activities and make them through to succeed experience, so they believe that learning result quality themselves were able to control. For instance can through the difficulty of teaching materials and examin

40、ation questions c</p><p>　　In addition to the reconstruction of students should also attribution mode and improve the education level synchronization parents. Because the student age characteristics, their l

41、earning motivation, faith and so on, not only by the influence of teachers and students, parents words and deeds, every move also have great effect on pupils, also often interfere with students' correct attribution.

42、Therefore, we must also enhance the education level, parents must make them understand doting on childre</p><p>　　Change attribution model is an effective Self-Handicapping behavior of elimination measures,

43、its core is to let students can correct understand, the purpose is to protect the students' ambition and pride. And it will be rooted in teacher's love, patience and correctly. Because the student has ego hinder

44、behavior if not so-called "difference", also education competition system on the laggards and psychological state of health, teachers who only betting more love and passion to go back to stimulat</p><

45、;p>　　In addition, the following these strategies is indispensable.</p><p>　　(1) To establish the cooperation rewards and punishments structure of classroom goal orientation.</p><p>　　The stru

46、cture of the competition in the class, rewards and punishment for low self-esteem or low ability consciousness's student, ask others for help show that their incompetence thus avoid for help; And everybody in the coo

47、perative learning efforts to achieve a common goal, each other behavior interdependence, an individual's reward success depends on group, easy to form mutual cooperative partnership, can encourage students through co

48、operation and strive for success, to create self-esteem need</p><p>　　(2) Help students establish the best personal learning goal orientation.</p><p>　　The adaptability of students motive mode i

49、s best "high task - low performance" goal orientation. Teacher should guide students to learn as improve ability and completing tasks process and means fade the learning as a means of performance ability. In th

50、e teaching activities, teachers should have awareness of students to reduce social comparison, pay attention to improve the students in the evaluation of reference system itself.</p><p>　　(3)Improve students

51、' level of self-esteem and self-efficacy and attributional training.</p><p>　　Guide students comprehensively and objectively evaluate myself, learn to self-receiving, establishing stable sense of self-es

52、teem. Create conditions so that students can improve constantly success experience, students' self-efficacy. Such as teachers help students establish appropriate target; Guide students positively attribution mode; Te

53、achers and parents to student's efforts to give timely, accurate, specific feedback evaluation, let they realize their efforts to acquire by corresponding resu</p><p>　　(4) To uncertainty evaluation, enh

54、ance students' evaluation of consistency and pertinence.</p><p>　　Praise and criticism of students want detailed, clear, give clear guidance and recommendations, make students make sure which of your beh

55、avior is effective, which place needs improvement, form a positive self assessment, improve its self-efficacy and academic level of self-esteem.</p><p>　　(5) Reform, adjust the evaluation system.</p>

56、<p>　　Implement comprehensive evaluation and single-item, process of assessment and summative assessment, quantitative evaluation and qualitative evaluation, self-assessment and he review combination of evaluation s

57、ystem, in order to reduce students face the threat, alleviate each evaluation two former anxieties.</p><p><b>　　附錄三</b></p><p>　　對(duì)學(xué)業(yè)自我妨礙的干預(yù)對(duì)策</p><p>　　20 世紀(jì)80年代,國外教育心理學(xué)研

58、究者認(rèn)為學(xué)生在失敗時(shí)會(huì)產(chǎn)生保護(hù)自我價(jià)值的感覺,90年代后研究者從自我價(jià)值感保護(hù)發(fā)現(xiàn)了自我妨礙的動(dòng)機(jī)性策略。文章對(duì)學(xué)業(yè)自我妨礙的影響因素及干預(yù)對(duì)策進(jìn)行了綜述,旨在為學(xué)校教育提供科學(xué)信息,使自我妨礙的學(xué)生走出學(xué)業(yè)困境,從容應(yīng)對(duì)學(xué)習(xí)的挑戰(zhàn)。</p><p>　　一、學(xué)業(yè)自我妨礙的概念</p><p>　　自我妨礙是指在成就情境中,當(dāng)個(gè)體面臨被評(píng)價(jià)的威脅時(shí),為保護(hù)自尊而為成功設(shè)置了障礙,做出一系列

59、對(duì)自我成功不利的行為。學(xué)生為回避可能出現(xiàn)的消極情感結(jié)果而采取的降低或放棄努力的行為稱為學(xué)業(yè)自我障礙。Covington[1 ]認(rèn)為學(xué)生都有自我妨礙的動(dòng)機(jī),他們可以把失敗解釋為是已有障礙的結(jié)果而不是由于自己低能力所造成的。</p><p>　　二、學(xué)業(yè)自我妨礙的結(jié)果</p><p>　　自我妨礙行為的結(jié)果是一矛盾復(fù)合體,具體表現(xiàn)為以下幾方面: </p><p>　　(

60、1) 個(gè)體從自我妨礙中受到的傷害要大于收益。從長期、成就表現(xiàn)的影響角度講是一種非適應(yīng)性策略,減少努力和練習(xí)會(huì)減少成功的可能性并損害成就表現(xiàn); </p><p>　　(2) 自我妨礙是為了逃避失敗,而為成功設(shè)置了障礙卻使失敗變得更加確定;</p><p>　　(3) 自我妨礙是為了保護(hù)自尊,而自尊卻變得更加脆弱;</p><p>　　(4) 自我妨礙的保護(hù)性歸因模式減

61、少了對(duì)失敗的自我責(zé)備,但是也降低了成功所帶來的自我效能感; </p><p>　　(5) 自我妨礙者在成功的條件下,可能會(huì)招致學(xué)生對(duì)其人格的懷疑,而在失敗的情況下,他人會(huì)得出自我妨礙者具有懶惰、不負(fù)責(zé)任等消極人格特征; </p><p>　　(6) 自我妨礙者防御性歸因模式,導(dǎo)致其對(duì)自己的學(xué)業(yè)能力不確信,減少努力,導(dǎo)致低成就和低自我效能,妨礙個(gè)體人格成熟和心理健康。</p>

62、<p>　　三、學(xué)業(yè)自我妨礙的影響因素</p><p>　　(一) 個(gè)體對(duì)表現(xiàn)結(jié)果重要性(價(jià)值)的知覺。</p><p>　　在影響個(gè)體自尊的因素中存在“重要性加權(quán)”現(xiàn)象,即自尊取決于一個(gè)人在對(duì)他來講非常重要的方面如何評(píng)價(jià)自己。在個(gè)體認(rèn)為不重要的事情上的成敗對(duì)其自尊的影響很小,因而不太可能激起自我妨礙行為。因此學(xué)生越是對(duì)學(xué)習(xí)感興趣,越是認(rèn)為學(xué)習(xí)重要、有意義,就越不可能進(jìn)行自我妨礙

63、和采用不利于學(xué)習(xí)的手段。學(xué)業(yè)不良學(xué)生的高抑郁、高外在歸因、低自尊、低自我效能感使他們更容易使用自我妨礙策略來保護(hù)他們的自我價(jià)值。</p><p>　　(二) 任務(wù)結(jié)果的反饋是否確定和一致。研究表明:意外的成功或失敗造成學(xué)生自我能力的不確定性,從而引發(fā)自我妨礙行為。教學(xué)中空洞的表揚(yáng)及過于嚴(yán)厲的批評(píng)和懲罰都屬于不一致的評(píng)價(jià)反饋的范疇。</p><p>　　(三) 自尊水平的高低和穩(wěn)定性。<

64、;/p><p>　　不是所有面臨不確定反饋結(jié)果的學(xué)生都會(huì)使用自我妨礙策略。那些自尊水平較低或不穩(wěn)定的學(xué)生更容易發(fā)生自我妨礙,他們高度關(guān)注自我保護(hù),回避失敗高于追求成功的欲望。有些學(xué)生表現(xiàn)出自尊心很強(qiáng),實(shí)際上是一種虛假的或防御性的、不穩(wěn)定的高自尊,是低自尊的一種特例。擁有不穩(wěn)定高自尊的學(xué)生只有在學(xué)習(xí)順利時(shí)才對(duì)自己滿意,而不是真正在自愛中感到安全。</p><p>　　(四) 學(xué)業(yè)自我效能感。&l

65、t;/p><p>　　學(xué)生關(guān)于他們自己能否有效地控制學(xué)習(xí)的能力知覺和信念就是學(xué)業(yè)自我效能感,這種主觀判斷和客觀能力并不總是一致的。研究發(fā)現(xiàn),在任何領(lǐng)域具有高自我效能感的人并不總是比低自我效能感的人更有能力。自我效能感高的人很少運(yùn)用自我妨礙策略,自我效能感低的人懷疑自身能力,這讓他們預(yù)期自己會(huì)失敗,并將失敗歸因于能力低下,進(jìn)而這種挫敗感會(huì)波及自我概念的其他方面,導(dǎo)致自尊水平低,因而容易導(dǎo)致自我妨礙,尋求自我保護(hù)。<

66、;/p><p><b>　　(五) 歸因方式。</b></p><p>　　一個(gè)人如果沒有能力在某項(xiàng)特殊任務(wù)上獲得成功,其內(nèi)化成功和外化失敗的歸因模式是具有適應(yīng)性和建設(shè)性的。而自我妨礙者的歸因恰恰相反,他們傾向于防御性的歸因模式,不管是成功還是失敗,都避免作內(nèi)部歸因。這種將成敗歸因?yàn)橥獠?、不可控因素的歸因方式很難提高自我效能感和自尊水平。Urdan 和Midgley 等人

67、研究發(fā)現(xiàn)回避型表現(xiàn)目標(biāo)和表現(xiàn)取向的課堂目標(biāo)結(jié)構(gòu)對(duì)自我妨礙策略有顯著的正向預(yù)測作用;個(gè)人任務(wù)目標(biāo)和任務(wù)取向的課堂目標(biāo)結(jié)構(gòu)對(duì)自我妨礙有顯著的負(fù)向預(yù)測作用。</p><p><b>　　四、干預(yù)對(duì)策</b></p><p>　　根據(jù)前文的分析結(jié)論，只有一個(gè)人學(xué)會(huì)在成功時(shí)把成功歸為內(nèi)部穩(wěn)定的能力因素，去獲得最大程度的自豪感和安全感，而不是僅僅只會(huì)外化失敗來減少羞恥感和懷疑，才

68、能夠激發(fā)個(gè)體敢于主動(dòng)多去成就普通難度的任務(wù)，并且在困難任務(wù)上有更好的堅(jiān)持性，更努力，因而，他們能夠經(jīng)歷更多的成功。這種自我提高的歸因模式會(huì)消除自我妨礙。</p><p>　　相反，自我妨礙行為的潛在認(rèn)知機(jī)制是防御性的歸因模式，很少把成功歸為內(nèi)部原因的個(gè)體和只會(huì)為失敗找外部因素借口的個(gè)體將預(yù)期未來還會(huì)失敗。這種接受失敗的人就會(huì)逃避成就任務(wù)，并且當(dāng)面臨困難任務(wù)時(shí)會(huì)減少努力或放棄努力。這些采用接受失敗的歸因模式的人會(huì)表

69、現(xiàn)更消極的情感和自我評(píng)價(jià)，而且使自我妨礙行為得以延續(xù)。</p><p>　　針對(duì)自我妨礙者的這種認(rèn)知特點(diǎn)，在教育實(shí)踐中，我們要引導(dǎo)學(xué)生作出正確的歸因，形成積極的自我提高的歸因模式，從而最大限度地激發(fā)學(xué)生的自豪情感和努力動(dòng)機(jī)。尤其要注意對(duì)自我妨礙者的歸因訓(xùn)練要集中于他們對(duì)成功的歸因上，使他們對(duì)成功更多地作能力和努力方面的歸因，把學(xué)業(yè)成功的控制權(quán)掌握在自己手中。</p><p>　　首先，要了

70、解和區(qū)別學(xué)生的不同歸因傾向。這可通過特定的歸因問卷來測定，也可在長期的師生相互交往中留心觀察，歸納總結(jié)。要具體分析學(xué)生是經(jīng)常把學(xué)習(xí)成績的高低歸于穩(wěn)定的因素還是不穩(wěn)定的因素？內(nèi)部因素還是外部因素？可控因素還是不可控因素？歸因傾向是持續(xù)影響學(xué)生對(duì)學(xué)習(xí)成績歸因的重要因素，也是引導(dǎo)學(xué)生對(duì)學(xué)習(xí)成績進(jìn)行積極歸因的前提。教師通過對(duì)各類學(xué)生的了解，正確診斷他們的歸因，定期評(píng)價(jià)，并對(duì)學(xué)生所作出的積極歸因及時(shí)給予肯定，促使其形成比較穩(wěn)定的傾向; 對(duì)學(xué)生所作

71、出的消極的不正確的歸因，及時(shí)予以矯正，引導(dǎo)學(xué)生逐步掌握積極的歸因，進(jìn)而調(diào)整自己的學(xué)習(xí)行為。</p><p>　　其次，通過教師的評(píng)價(jià)和歸因方式影響學(xué)生的歸因思考。比如:教師對(duì)優(yōu)秀生和差生的歸因不一樣。當(dāng)優(yōu)秀生做了好事或五、自我妨礙影響取得好成績時(shí)，教師往往歸結(jié)為能力、品質(zhì)等內(nèi)部因素，而當(dāng)差生同樣干了好事或取得好成績時(shí)，卻往往被教師歸結(jié)于任務(wù)簡單、碰上了運(yùn)氣等外部因素。相反，當(dāng)優(yōu)秀生出現(xiàn)問題時(shí)，教師往往歸于外部因素

72、，而差生出現(xiàn)問題時(shí)卻被歸因于內(nèi)部因素。這樣的歸因方式對(duì)于差生的發(fā)展是極為不利的，他們即使表現(xiàn)出一些好的行為，也難于得到教師的準(zhǔn)確評(píng)價(jià)，倘若表現(xiàn)不佳，則被看作是不可救藥了。教師的這一類歸因方式不僅會(huì)影響學(xué)生的歸因思考，而且還會(huì)直接影響到他們的行為。因此，教師先要積極地塑造自己的正確歸因方式，才會(huì)最大限度地影響學(xué)生，使他們不被消極的歸因方式所擊敗。在我們的教育情境中，教師如果有意或無意地造成不準(zhǔn)確的歸因評(píng)價(jià)，那么學(xué)生就不知道自己成功或失敗的

73、原因，從而干擾了學(xué)生作出明確的歸因，因此不能預(yù)測未來成功或失敗的結(jié)果，他們會(huì)懷疑自己是否有能力還會(huì)取得成功，從而打擊自信。如果原因很清楚，比如將失敗歸為缺乏能力，也就不需要去保護(hù)自尊，因而也就沒有了自我妨礙行為。因此，教師在評(píng)價(jià)，測驗(yàn)時(shí)要具體、真誠、有可信</p><p>　　第三、良好的自我效能感的訓(xùn)練是自我強(qiáng)化、增強(qiáng)信心消除自我妨礙的好方法。對(duì)于自我妨礙的學(xué)生(總將學(xué)習(xí)成績失敗歸因于不可控因素)，教師應(yīng)通過創(chuàng)

74、設(shè)一系列的活動(dòng)，使他們通過努力獲得成功的體驗(yàn)，從而讓他們相信學(xué)習(xí)成績的好壞自己是能夠控制的。比如可以通過控制教材和考題的難度使學(xué)生體驗(yàn)到經(jīng)過努力后的成功，任務(wù)難度適中甚至偏低，能多讓學(xué)習(xí)障礙者體驗(yàn)到一次性成功，逐步增強(qiáng)學(xué)習(xí)積極性和堅(jiān)持性。不過要注意學(xué)習(xí)任務(wù)目的、價(jià)值要明確，目的越明確、價(jià)值估計(jì)越大而且在自己能范圍之內(nèi)，越有自我效能感。還有通過如鼓勵(lì)有自我妨礙行為的學(xué)生以己之長、比人之短，也可獲得主觀上的滿足而增強(qiáng)自我效能感。</p

75、><p>　　另外對(duì)學(xué)生歸因模式的改造也應(yīng)與提高家長教育水平同步。由于學(xué)生的年齡特征，他們的學(xué)習(xí)動(dòng)機(jī)、信心等，不光受到教師和同學(xué)的影響，家長的一言一行、一舉一動(dòng)也對(duì)學(xué)生產(chǎn)生很大的影響，也常常干擾了學(xué)生的正確歸因。因此，我們還必須提高家長的教育水平，必須使他們明白溺愛放任或?qū)⒆雍唵未直┑奈：?，讓他們明白和基本掌握歸因理論正確應(yīng)用的作用，讓家長在家庭教育中正確運(yùn)用表揚(yáng)鼓勵(lì)和批評(píng)糾錯(cuò)的科學(xué)方法，讓家長在家庭教育中協(xié)助和配

76、合好學(xué)校對(duì)孩子進(jìn)行歸因訓(xùn)練。</p><p>　　改變歸因模式是一項(xiàng)有效的自我妨礙行為的消除措施，其核心是讓學(xué)生能正確認(rèn)識(shí)自我，目的是保護(hù)學(xué)生的上進(jìn)心與自尊心。而這都要根源于教師的愛心、耐心和方法正確。因?yàn)橛凶晕曳恋K行為的學(xué)生即使不是所謂的“差生”，也是教育競爭體系中的落伍者和心理狀態(tài)上孱弱者，教師只有投注更多的關(guān)愛和熱情才能重新去激發(fā)他們行將泯滅的自信心，進(jìn)取心。</p><p>　　另

77、外，以下這些策略也是必不可少的。</p><p>　　(一) 建立合作獎(jiǎng)懲結(jié)構(gòu)的課堂目標(biāo)取向。</p><p>　　在競爭獎(jiǎng)懲結(jié)構(gòu)的班級(jí)里,對(duì)于低自尊或低能力知覺的學(xué)生而言,向他人求助表明自己無能因而回避求助;而在合作學(xué)習(xí)中大家努力實(shí)現(xiàn)共同的目標(biāo),彼此行為互相依賴,每個(gè)個(gè)體的獎(jiǎng)賞依賴于小組能否成功,易于形成互助合作的伙伴關(guān)系,可以鼓勵(lì)學(xué)生通過合作和努力追求成功,創(chuàng)造出自尊所需要的歸屬感、安

78、全感和掌控感。</p><p>　　(二) 幫助學(xué)生確立最佳的個(gè)人學(xué)習(xí)目標(biāo)定向。</p><p>　　學(xué)生最佳的適應(yīng)性動(dòng)機(jī)模式是“高任務(wù)—低表現(xiàn)”目標(biāo)定向。教師要引導(dǎo)學(xué)生把學(xué)習(xí)看做是提高能力、完成任務(wù)的過程和手段,淡化把學(xué)習(xí)看做是表現(xiàn)能力的手段。在教學(xué)活動(dòng)中,教師應(yīng)有意識(shí)地減少對(duì)學(xué)生的社會(huì)比較,注重提高學(xué)生在自我參照系統(tǒng)上的評(píng)價(jià)。</p><p>　　(三) 提高學(xué)

79、生的自尊水平與自我效能感、進(jìn)行歸因訓(xùn)練。</p><p>　　引導(dǎo)學(xué)生全面、客觀地評(píng)價(jià)自己,學(xué)會(huì)自我悅納,建立穩(wěn)定的自尊感。創(chuàng)造條件讓學(xué)生不斷體驗(yàn)成功,可提高學(xué)生的自我效能感。如教師幫助學(xué)生確立恰當(dāng)?shù)哪繕?biāo);引導(dǎo)學(xué)生積極的歸因方式;教師和家長對(duì)學(xué)生的努力給予及時(shí)、準(zhǔn)確、具體的反饋評(píng)價(jià),讓他們認(rèn)識(shí)到自己因努力而獲得的相應(yīng)結(jié)果,使他們產(chǎn)生可控感,提高其能力信念。引導(dǎo)學(xué)生形成自我提高的歸因模式,使他們對(duì)成功更多地作能力和

80、努力方面的歸因。</p><p>　　(四) 對(duì)學(xué)生進(jìn)行確定性評(píng)價(jià),增強(qiáng)評(píng)價(jià)的一致性和針對(duì)性。</p><p>　　對(duì)學(xué)生的表揚(yáng)和批評(píng)要具體、清晰,給予明確的指導(dǎo)和建議,使學(xué)生確信自己哪些行為是有效的,哪些地方需要改進(jìn),形成積極的自我評(píng)價(jià),提高其自我效能感和學(xué)業(yè)自尊水平 。</p><p>　　(五) 改革、調(diào)整考評(píng)制度。</p><p>