The Relation between Achievement Motive and Behavior Problems of Students in the Secondary Vocational Education Schools

成就动机是人类的一种社会性动机。在一定意义上,一个人一生的成就,是由他的成就动机决定的。成就动机与个体的情绪体验密切相关,希望成功的人能更多地体验积极情绪而较少体验消极情绪,且其行为适应良好。 本研究采用问卷法（成就动机量表、流调中心用抑郁量表、特质焦虑问卷、孤独量表和中学生行为问卷）探讨了我国中职生的成就动机和行为问题的关系，被试为中职生和高中生（包含三个年级），年龄范围14－21岁，共1005人。主要研究结果如下： （1） 中职生的成就动机显著低于高中生。 （2） 中职生的情绪问题和外显行为问题显著高于高中生。 （3） 中职生希望成功的动机与其情绪问题、外显行为问题呈显著负相关；而回避失败的动机与情绪问题、外显行为问题呈显著正相关；成就动机与情绪问题、外显行为问题呈显著负相关。 （4） 中职生的成就动机存在显著的性别差异；随着年级的升高，回避失败因子呈显著上升趋势，成就动机呈显著下降趋势；担任职务学生的成就动机显著高于不担任职务的学生。 （5） 中职生的外显行为问题存在显著的性别差异；担任职务学生的外显行为问题、情绪问题中抑郁和孤独得分显著低于不担任职务的学生。 关键词: 中职生 成就动机 行为问题 情绪问题 外显行为问题 （注：本研究中行为问题具体包含，外显行为问题和情绪问题。）Achievement motive is human’s social motive. In some sense, one’s all-life achievements are decided by his/her achievement motive. By which we can conclude that achievement motive has close connection with individual emotional experience. People pursuing success experience more positive emotion and less negative one, and have good behavioral adaptability. This study aims at explore the relation between achievement motive and behavior problems in the secondary vocational education schools through questionaries (the achievement motivation scale, UCLA Loneliness Scale，State-Trait Anxiety Inventory，Center for Epidemiologic Studies depression Scale and middle school students'behavior questionnaire). There were 1005 students whose age ranged from 14to21 years completed the questionnaires. The main conclusions of this thesis are as follows: (1) Achievement motive of student in the secondary vocational education schools is significantly lower than that of students in the senior high school. (2) Students in the secondary vocational education schools show more obvious emotion and Externalizing behavior problems than those of the senior high schools. (3) Students’ motivation for pursuing success in the secondary vocational education schools has negative correlation with emotion and Externalizing behavior problem, while the motivation for avoiding failure has positive correlation with the emotion and Externalizing behavior problem. Achievement motivation has negative correlation with emotion and Externalizing behavior problem. (4) Students’ achievement motivation shows obvious gender difference in the secondary vocational education schools. The avoiding failure element shows upward trend with the grades increasing and the difference is obvious. While the students’ achievement motive in the secondary vocational education schools shows significantly downward trend with the grades increasing. Whether holding a post at school has influence on the students’ achievement motivation, and the difference is significant. (5) Students’ Externalizing behavior problem in the secondary vocational education schools shows obvious gender difference. Whether holding a post at school has influence on the students’ Externalizing behavior problem, and depression and loneliness, and the difference is significant. Key words: Students in the Secondary Vocational Education Schools, Achievement Motivation, Behavior Problem, Emotion Problem, Externalizing Behavior Problem (Note: In this study, the behavior problems include not only the externalizing behavior problems, but also emotion problems.