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Status, pride, and educational motivation: Understanding differences in attitudes to education from the perspective of evolutionary emotion theory
Nordic Psychology ( IF 1.208 ) Pub Date : 2021-07-03 , DOI: 10.1080/19012276.2021.1939110
Martin Wolgast 1 , Sami Ajdahi 1 , Erik Hansson 1 , Sima Wolgast 1
Affiliation  

Abstract

The present study suggests that the theoretical framework of evolutionary psychology, in particular theories and models relating to social status and pride, can be used to further our understanding of educational motivation. Our assumption was that the desire for social recognition and high status is a universal human phenomenon. Based on this, we suggested that differences in educational motivation among high school students would be related to differences in the extent to which one sees academic achievements as a viable path to social status and source of pride. The present study examined this topic using a cross-sectional design in a sample of high school students. In general, the results provided support for the hypothesis that status and pride are reliably related to educational motivation in high school students, and that the theoretical framework employed could be used to understand differences in educational motivation related to both gender and level of parental education.



中文翻译:

地位、自豪感和教育动机:从进化情感理论的角度理解教育态度的差异

摘要

本研究表明,进化心理学的理论框架,特别是与社会地位和自豪感有关的理论和模型,可以用来进一步理解教育动机。我们的假设是,对社会认可和高地位的渴望是一种普遍的人类现象。基于此,我们认为,高中生教育动机的差异与人们将学业成就视为获得社会地位和自豪感的可行途径的程度不同有关。本研究在高中生样本中使用横断面设计检验了这一主题。总的来说,结果支持了这样的假设,即地位和自豪感与高中生的教育动机可靠相关,

更新日期:2021-07-03
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