| 体育学习中内隐观念与自我妨碍之间关系:成就目标的中介作用 |
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| 引用本文： | 王坤,孙开宏.体育学习中内隐观念与自我妨碍之间关系:成就目标的中介作用[J].武汉体育学院学报,2019,53(3):45-49,57. |
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| 作者姓名： | 王坤 孙开宏 |
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| 作者单位： | 1. 上海交通大学 体育系, 上海 200030;2. 扬州职业大学, 江苏 扬州 225127 |
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| 基金项目： | 国家社会科学基金重点项目（15ATY004）。 |
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| 摘 要： | 目的:揭示体育学习中内隐观念对自我妨碍的影响,考察成就目标在上述关系中的中介作用。方法:采用问卷调查法对1 236名大学生在体育学习中运动能力信念、成就目标与自我妨碍进行测量。结果显示:(1)在体育学习中,学生的内隐观念对自我妨碍具有显著的预测效应,其中,能力增长观具有负向预测效应,能力实体观则具有正向预测效应;(2)掌握目标可以对自我妨碍产生负向预测效应,成绩回避目标则产生正向影响效应,但成绩趋近目标对学生自我妨碍的影响效应并不显著。(3)在学生的内隐观念与自我妨碍之间的关系中,成就目标存在着显著部分中介效应。能力增长观可通过掌握目标间接减少学生的自我妨碍,能力实体观可通过成绩回避目标间接增加学生的自我妨碍。结论:体育学习中应改变学生动机气氛知觉,避免评价学生的能力,有助于直接或间接减少学生的自我妨碍。
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| 关 键 词： | 体育学习 内隐观念 成就目标 自我妨碍 能力增长观 能力实体观 |
| 收稿时间： | 2018-10-21 |
Relationship between Implicit Beliefs and Self-Handicapping: Mediating Role of Achievement Goals in P.E. |
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| WANG Kun,SUN Kaihong.Relationship between Implicit Beliefs and Self-Handicapping: Mediating Role of Achievement Goals in P.E.[J].Journal of Wuhan Institute of Physical Education,2019,53(3):45-49,57. |
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| Authors: | WANG Kun SUN Kaihong |
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| Institution: | 1. Dept. of P. E., Shanghai Jiaotong Univ., Shanghai 200030, China;2. Yangzhou Polytechnic College, Yangzhou 225127, China |
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| Abstract: | This study aimed to investigate the relationship between implicit beliefs and self-handicapping and the mediating role of achievement goal in P.E. Participants were 1236 college students, three scales were used to assess their conception of athletic ability, achievement goal, and self-handicapping in P.E. It could be shown that the students' incremental beliefs about athletic ability had a significant and negative effect on their self-handicapping, Firstly, the students' entity beliefs about athletic ability had a significant and positive effect on their self-handicapping. The students' mastery goals had a significant and negative effect on their self-handicapping. Performance-avoidance goals had a significant and positive effect on their self-handicapping. Secondly, the students' achievement goal orientation had a significant mediating effect between their implicit ability and self handicapping. The students' incremental and entity beliefs about athletic ability had a direct effect on their self-handicapping. Meanwhile, the students' incremental beliefs about athletic ability had a significant indirect effect on their self-handicapping through mastery goal, The students' entity beliefs about athletic ability had a significant indirect effect on their self-handicapping through performance avoidance goal. |
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| Keywords: | P E implicit ability achievement goal self-handicapping incremental belief entigy belief |
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