论文标题
高中生的内在动机，认知，毅力，成长心态和学术成就的需求：潜在的概况及其预测效应
Intrinsic motivation, Need for cognition, Grit, Growth Mindset and Academic Achievement in High School Students: Latent Profiles and Its Predictive Effects
论文作者
论文摘要
确定学术成就的非认知预测因素的最新努力特别集中在自我建构上，其测量与特定领域有关（例如数学）。但是，其他重要因素（例如性格和动机）受到了较少的关注。此外，非认知因素的预测准确性缺乏包括英语和科学在内的受试者的证据。在这项研究中，我们采取以人为中心的方法，并专注于学生的内在动机，认知，毅力和成长心态的需求。我们主要关注这些因素如何预测学生的数学，英语和科学成绩，在9年级至12年级之间。来自波士顿高中学生的2,308个样本（女性= 1,237；年龄从13岁到17岁）。研究结果表明：（1）出现了四个潜在的学生：勇气学生高的学生（n = 997，43.2％，砂砾的得分更高）；中等学生（n = 905，38.3％，所有分数中等）；内在动机学生高（n = 252，11.8％，内在动机的得分更高）；勇气学生低（n = 154，6.7％，砂砾得分较低）； （2）学生的性别，种族，孕产妇教育水平和社会经济排名预测了概况； （3）四个学生的四个概况对九年级和12年级的数学，科学和英语分数具有重大的预测作用。我们讨论了角色教育对青少年的重要性以及在高中学习的动力。
Recent efforts to identify non-cognitive predictors of academic achievement have especially focused on self-constructs, whose measurement is concerned with a specific domain (e.g., mathematics). However, other important factors, such as character and motivation, have received less attention. Additionally, the predictive accuracy of non-cognitive factors lacks evidence from subjects including English and Science. In this study, we take a person-centered approach and focus on students' intrinsic motivation, need for cognition, grit, and growth mindset. We mainly focus on how these factors predict students' mathematics, English, and science grades between 9th grade and 12th grade. 2,308 samples from high school students in Boston (Female = 1,237; aged from 13 to 17). The research results indicated that: (1) four latent profiles of students emerged: High in grit students (n = 997, 43.2%, higher scores of grit); Moderate students (n = 905, 38.3%, moderate in all scores); High in intrinsic motivation students (n = 252, 11.8%, higher scores of intrinsic motivation); Low in grit students (n = 154, 6.7%, lower scores of grit); (2) students' gender, race, maternal education level, and social-economic ranking predicted the profiles; and (3) four profiles of students had a significant predictive effect on Mathematics, Science and English scores in both 9th grade and 12th grade. We discussed the importance of character education for adolescents and motivation for learning in high school.
