1、沈陽師范大學碩士學位論文高中生成就動機與自我價值保護策略的關系姓名：佐瑪申請學位級別：碩士專業(yè)：發(fā)展與教育心理學指導教師：吳文菊20090401IIThe Relationship between Achievement Motivation and Self-worth Protection Strategies of Senior High School Students The Relationship between Achi

2、evement Motivation and Self-worth Protection Strategies of Senior High School Students Abstract Abstract For senior high school students, the development level of achievement motivation not only determines the degree o

3、f their aspiration and the display of their intrinsic potentiality, but also influences whether they will adopt some strategies to protect their self-worth, which in turn influences the ultimate activities effect. On th

4、e basis of large amounts of literature reviews, I put forward the theoretical construction, revise the self-handicapping scale and defensive pessimism scale abroad, tests 582 senior high school students by means of the f

5、ormal questionnaires, then discusses both the senior high school students’ characteristics of achievement motivation and self-worth protection strategies as well as the relationship between them. The study results indica

6、te as the followings: 1. After revising the self-handicapping scale and the defensive pessimism scale abroad, the formal questionnaires are possessed with good reliability and validity. Self-handicapping questionnaire is

7、 divided into two dimensions including behavioral self-handicapping and claimed self-handicapping. Defensive pessimism questionnaire is divided into two dimensions including defensive expectation and reflectivity. 2. Th

8、ere is no significant gender difference in the aspect of senior high school students’ achievement motivation. However, there is significant gender difference in terms of failure-avoiding motivation. The boy students’ mot

9、ivation degree of avoiding failure is significantly higher than that of girl students. There is significant grade difference in the aspect of senior high school students’ achievement motivation. The students of grade one

10、 are higher than that of grade two and grade three. There is significant difference between the subjects of liberal art and science in the aspect of senior high school students’ achievement motivation. The level of scien

11、ce students’ achievement motivation is significantly higher than those of liberal art students. And there is no interaction between them. 3. The scores of senior high school students’ self-worth protection strategies are

12、 almost above the medium level. There is significant gender difference in the factor of behavioral self-handicapping. The degree of girl students’ behavioral self-handicapping is significantly higher than that of boy stu