CAJ | 학술논문

高职学生在连续经历学习挫折后形成习得性无助的现象比较普遍。本研究通过深度访谈和测试问卷明确了学生的人格特质与挫折认知之间的关系、人格特质对习得性无助形成的影响以及教师在习得性无助形成过程中的作用。结果表明，高神经质学生易产生习得性无助；部分习得性无助者的学习动机可通过外部激励重新活得；教师评价和教学方法是影响习得性无助形成的重要因素。
고직학생재련속경력학습좌절후형성습득성무조적현상비교보편。본연구통과심도방담화측시문권명학료학생적인격특질여좌절인지지간적관계、인격특질대습득성무조형성적영향이급교사재습득성무조형성과정중적작용。결과표명，고신경질학생역산생습득성무조；부분습득성무조자적학습동궤가통과외부격려중신활득；교사평개화교학방법시영향습득성무조형성적중요인소。
This study aimed to explore English learners’ amotivation in vocational college. Both in-depth interviews and a questionnaire are conducted to investigate 1) the impact of students’ personality types on their perception of failures in English learning; 2) the connection between students’ personality types and their amotivation; 3) the inlfuence of teaching approaches on the occurrence of students’ amotivation. Both interviews and statistical analysis revealed that ifrst, participants characterized by high neuroticism are most apt to be demotivated by failures. Second, some amotivated participants can be remotivated through external stimulation. Furthermore, a significant negative relationship was identified between instructors’ misjudgments on participants’ motivation status and participants’ amotivation.