|本期目录/Table of Contents|

[1]罗丽芳.内部动机与外部动机的关系及其对学校教育的启示[J].宁波大学学报(教育科学版),2013,35(1):42-46.
 LUO Li-fang.On the Implications of Intrinsic and Extrinsic Motivations in School Education[J].JORNAL OF NINGBO,2013,35(1):42-46.
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内部动机与外部动机的关系及其对学校教育的启示(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第35卷
期数:
2013年1期
页码:
42-46
栏目:
教育心理学
出版日期:
2013-01-31

文章信息/Info

Title:
On the Implications of Intrinsic and Extrinsic Motivations in School Education
作者:
罗丽芳
福建师范大学 教育学院,福建 福州350007
Author(s):
LUO Li-fang
College of Education, Fujian Normal University, Fuzhou 350007, China
关键词:
内部动机外部动机学校教育
Keywords:
:intrinsic motivation extrinsic motivation school education
分类号:
G449
DOI:
-
文献标志码:
A
摘要:
学界对内部动机与外部动机的关系研究一直存在争议,目前至少存在三种理解:传统的二分法认为内部动机与外部动机相互对抗,互相影响对任务的参与;自我决定理论认为内部动机和外部动机是一个连续体的两极,两者相互联系并转化;最近的研究则认为两种动机可以并存,个体可以同时为外部和内部动机所激发。在教育实践中,教师应正确认识和处理两者之间的关系,使学生始终保持良好的动机状态。
Abstract:
The relationship between intrinsic and extrinsic motivation is an academic issue of controversies. It has been portrayed in the literature at least in three different ways: First, the classic dichotomy viewed the intrinsic and extrinsic motivation as being contradictory and influential in individuals’ engagement; secondly, self-determination theory considered it an interconnected and convertible continuity; and thirdly, the current research viewed it a co-existing factor in motivating individuals. The author, thus, proposes that teachers should properly deal with intrinsic and extrinsic motivations to maximize the students’ learning motives.

参考文献/References:

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备注/Memo

备注/Memo:
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更新日期/Last Update: 2013-01-10