已有研究表明为个体提供合适的榜样有助于激发和提升其行为动机，而榜样教育作为我国教育手段中的重要部分，面临着由于缺乏本土化实证证据导致的过度理论化及效果弱化等困境。为了进一步优化榜样的激励作用，本研究以数学专业本科生群体为例，基于解释水平理论探索追随者对榜样信息的认知过程，通过操纵榜样信息中的榜样-追随者心理距离和解释水平，及测量个体的目标层次和行动识别水平，探究榜样信息特征与追随者特质对学习动机的影响。本研究包括了两个研究：

研究一旨在探究榜样信息中的榜样-追随者心理距离以及信息内容的解释水平如何影响追随者的学习动机水平。研究通过在线上问卷中内嵌对文字报道的阅读任务，对被试随机呈现不同心理距离和解释水平组合的同性别榜样信息，并收集有效问卷152份。方差分析的结果显示，(1)个体在阅读榜样材料后学习动机水平整体呈上升趋势；(2)当个体感知到与榜样人物的心理距离较近时，高、低两种解释水平的榜样信息均有利于提升个体的学习动机水平；当个体感知到与榜样人物的心理距离较远时，低解释水平的榜样信息更有利于提升个体的学习动机水平。

研究二旨在探究不同榜样信息特征对于不同特质的追随者学习动机水平的影响是否存在差异，实验方法同研究一，在前测中增加个体特质变量目标层级和行动识别水平的测量，后测增加对榜样信息感受的开放式问题，并在一周后进行追踪施测。方差分析、回归分析和文本分析的结果显示，(1)当个体目标层级较低时时，呈现近心理距离和低解释水平的榜样信息更有利于提升个体的学习动机水平；当个体目标层级较高时，呈现远心理距离和高解释水平的榜样信息更有利于提升个体的学习动机水平 (2)对不同行动识别水平的个体呈现不同心理距离和解释水平的榜样信息效果没有显著差异(3)远心理距离且高解释水平的榜样信息对提升个体学习动机水平具有延时作用(4)除提升学习动机水平外，榜样信息对个体还有扩展认知、增强专业意向和引发积极情绪等作用。

综上所述，本研究从认知角度出发，以解释水平理论为依据，验证了榜样的动机增强作用，探讨了如何进一步调整和针对性呈现榜样信息以达到更佳效果，并基于本研究的被试局限性提出了未来相关榜样研究的改进与展望。

Previous studies show that providing appropriate role models for individuals can help stimulate and improve their motivation, but role model education as an important part of education in China, has difficulties such as over-theorization and weakened effectiveness due to the lack of localized empirical evidence. This study takes a group of undergraduate students majoring in mathematics as an example, to explore aspirants' cognitive process of role model informationaccording to the construal level theory, in order to further optimize the effect of inspiration of role models. The influence of characteristics of role model information and aspirants’ traits on academic motivation is explored through manipulating perceived psychological distance between role models and aspirants and the construal level of role model information, as well as measuring the level of individual academic goals and personal agency in action identification.

Study 1: This study aims to explore how the psychological distance between role models and aspirants and the construal level of role model information affect the academic motivation of aspirants. Participants were randomly presented with ingroup(gender) role model information through a reading task within the questionnaire online, and 152 valid questionnaires were collected. The results of variance analysis show that: (1) the overall level of academic motivation of individuals shows an significant upward trend after presenting role model information; (2) When individuals perceive a close psychological distance from the role model, presenting both high and low construal levels of role model information is beneficial for improving their academic motivation; When individuals perceive a distant psychological distance from the role model, presenting role model information with low construal level is more conducive to improving their academic motivation.

Study 2: This study aims to investigate whether there are differences in the impact of different role model information characteristics on academic motivation for aspirants with different traits. The experimental method is similar to Study 1. In the pre-test, the measurement of individual trait variables of academic goal level and action identification level was added, while in the post-test, open-ended questions about the feelings of role model information were added, and a follow-up test was conducted after one week. The results of variance analysis, regression analysis, and text analysis show that: (1) for individuals with a low level of academic goal, presenting role model information with close psychological distance and low construal level is more conducive to improving their academic motivation; for individuals with a high level of academic goal, presenting role model information with distant psychological distance and high construal level is more conducive to improving their academic motivation. (2) There is no significant difference in the effectiveness of inspiration after presenting role model information with different psychological distances and construal levels to individuals with different action identification levels. (3) Role model information with distant psychological distance and high construal level has a delayed effect on improving the individual's academic motivation. (4) In addition to inspiration, Role model information can also expand individuals' cognition, enhance professional intention, and trigger positive affect.

In conclusion, this study verifies the effect of improving academic motivation ofrole models based on construal level theory from a cognitive perspective, and explores how to adjust and present role model information to achieve better results, proposing improvements and prospects for future research based on the limitations of the participants in this study.