中国科学院心理健康重点实验室知识库

目的:基于生态系统理论和自我决定理论，探讨自我管理在父母期望和大学生成就动机间的作用。方法:采用父母期 望问卷、成就动机量表、大学生自我管理问卷调查1 436 名在校大学生。结果:大学生成就动机存在显著的性别、年级、教养方 式、培养层次和家庭月收入差异。父母期望及其各维度与追求成功、避免失败呈正相关关系( P ＜0． 01) ，父母期望的人格成熟 维度与成就动机呈正相关关系( P ＜0． 01) ，恋爱交往维度与成就动机呈负相关关系( P ＜ 0． 01) ; 自我管理及其各维度与追求 成功及成就动机呈正相关关系( P ＜0． 01) ，与避免失败呈负相关关系( P ＜ 0． 01) 。父母期望能显著正向预测行为管理、认知 管理和时间管理;行为管理、情绪管理和认知管理能显著正向预测成就动机( P ＜0． 01) 。行为管理和认知管理维度在父母期 望与成就动机间起部分中介作用( P ＜0． 05 ～ P ＜0． 01) 。结论:父母期望内化是影响成就动机的关键机制，自我管理是影响成 就动机的更近端因素，良好的自我管理能帮助大学生削弱和抑制不合理父母期望的消极影响。 

Objective: To explore the role of self-management in the relationship between parental expectations and college students' achievement motivation based on the ecological systems theory and self-determination theory. Methods: A total of 1 436 college students were surveyed by the parental expectation questionnaire, achievement motivation scale and college students self-management questionnaire. Results : There were significant differences in achievement motivation among college students in terms of gender, grade, parenting style, training level and family monthly income. Parental expectation and its dimensions were positively correlated with success and failure avoidance (P<0. O1)，personality maturity of parental expectation was positively correlated with achievement motivation (P<0.01), and relationship dimension was negatively correlated with achievement motivation (P<0. 01); self-management and its dimensions were positively correlated with success and achievement motivation (P<0. 01)，and negatively correlated with failure avoidance(P<0.01)Parental expectations could significantly predict behavior management, cognitive management and time management, while behavior management, emotional management and cognitive management could significantly predict achievement motivation. Behavior management and cognitive management partially mediated between parental expectations and achievement motivation ( P<0.05 to P<0. 01). Conclusions: The internalization of parental expectations is the key mechanism affecting achievement motivation. Self-management is the nearest factor affecting achievement motivation. Good self-management can help college students weaken and restrain the negative influence of unreasonable parental expectations.