初中生自我调节学习发展特征及相关因素的研究

【作者】 方平；

【导师】 郭德俊；

【作者基本信息】 首都师范大学 ， 发展与教育心理学， 2003， 博士

【摘要】 自我调节学习是教育心理、动机心理、情绪心理等领域研究的热点问题。它是指学习者主动运用元认知调节策略和动机情绪调节策略、选择适当方法、构建良好的学习环境、促进自身学习的过程。该理论强调的自主学习、学会学习的观点符合时代需求，由此引发了大量的相关研究，但目前研究多是探讨认知因素和其他因素间的简单关系，对各因素之间的相互关系缺乏整体性研究，横向上极少涉及情绪调节和动机调节，纵向发展研究涉及面窄。同时，研究方法主要限于问卷调查，其结果缺乏实证研究的支持。鉴于此，本研究在已有研究的基础上，采用问卷调查与实验研究相结合的方法，探索初中生自我调节学习发展的特点及其与相关因素的关系。研究分为三部分：采用问卷调查的方法建立自我调节学习的模式，并以此为基础探讨元认知、认知策略、自我效能感、动机情绪意志策略和资源管理策略等因素随年级发展变化的规律及作用；采用实验的方法探索自我调节学习中动机调节发展的特点和不同水平的自我调节学习者动机调节的特点；采用实验的方法探索自我调节学习中情绪调节发展的特点和不同水平的自我调节学习者情绪调节的特点。 研究结果表明：初中生不同年级其自我调节学习的发展模式不同，即初中三个年级自我调节学习中认知、动机、行为和成绩之间的关系存在三种模式，各模式中变量的发展路径是不同的；初中生不同年级自我调节学习的发展模式不同，对低年级学生自我效能感、学习策略作用明显，对高年级学生元认知，学习策略、动机情绪意志和资源管理策略作用明显；初中生自我调节学习中动机调节发展的特点是：高年级选择综合能力提高任务的频次高于低年级，低年级选择有关考试的任务的频次高于高年级；初中生自我调节水平高的学生选择综合能力提高任务的频次高于自我调节水平低的学生，自我调节水平高的学生比自我调节水平低的学生更具坚持性；初中生自我调节学习中的情绪调节发展的特点是整体上各年级间情绪调节水平差异不明显，在某些部分，初二年级情绪调节水平稍高于初一和初三年级；初中生自我调节水平高的学生其情绪调节水平高，反之，自我调节水平低的学生，其情绪调节水平低；初中生自我调节学习中的动机、情绪调节水平在整体上不存在性别差异。 本研究的主要创新之处：首次将动机意志、情绪等因素纳入自我调节学习模式，使认知、动机情绪和行为有机地结合在一起，弥补了已有研究的不足。其次，利用结构方程的建模方法，构建了初中生自我调节学习的发展模式，发现较低年级的学生同样可以具备一定的自我调节学习的能力，其学业成绩主要受自我效能感和认知策略影响，随年级增高，元认知、认知策略构成对学业成绩的主要影响；自我效能感，动机情绪意志，资源管理策略则起着非常 重要的间接作用。第三，研究采用问卷调查与实验相结合的方法，系统地考察了初中生自我 调节学习结构中各因素发展的特点，比较了初中生自我调节学习发展在模式上的不同，探索＿了动机调节和情绪调节发展的特点，丰富和发展了自我调节学习领域的研究，突破了目前多 数同类研究仅采用相关法缺乏实证研究的不足。更多还原

【Abstract】 Self-regulation learning is one of the hot issues in the fields such as educational psychology, motivational psychology and emotional psychology. Self-regulation learning involves various factors such as cognition, motivation-emotion and behaviors. At the moment, the researches focus more on the cognition; few studies use holistic methodology to study the relationship between factors. Most of the researches have not concerned with emotion regulation and motivation regulation. Therefore, the researches have covered a very narrow scope. Meanwhile, research methods used are mainly questionnaire survey and lack of empirical approach. The present study, however, combines questionnaire and experiments, exploring the characteristics of junior middle school students in the self-regulatory learning development and the relationship between various variables. The research consists of three parts: establish the models of self-regulatory learning through questionnaire, and on the basis of it take further steps to study the principles and functions of metacognitive strategies, cognitive strategies, self-efficacy, motivational, emotional strategies, and resources management strategies with grade development; through experimental approach explore the developmental characteristics of motivational regulation in the self-regulation learning and the characteristics of motivational regulation for students in different levels of self-regulation; and using the same way investigate the characteristics of emotional regulation development in self-regulatory learning and the characteristics of emotional regulation for students in different levels of self-regulation.The research has found that there exist three developmental models of the relationship among cognition, motivation and behavior in self-regulation learning for different graders in junior middle school ,and in different models the developing paths are different. Among lower graders self-efficacy and learning strategies can significantly predict academic achievement, while among higher graders, metacognition, learning strategies and motivation-emotion volition and resource management strategies are more significant. For the development of motivational regulation in self-regulation learning, higher graders choose tasks to increase the integrative ability more frequently than lower graders. Lower graders choose tasks relating to examinations more than higher graders. Better self-regulatory learners have higher frequency in choosing integrative ability than poor learners. Better self-regulatory learners are more persistent in learning. For thedevelopment of emotional regulation in self-regulatory learning, junior students show no significant differences in the level of emotional regulation. In some parts, students in Junior Two have slightly higher level of emotional regulation, i.e. higher than students in both Junior One and Junior Three. Higher self-regulatory learners have higher emotional regulation. Lower self-regulatory learners have lower emotional regulation. Motivational and emotional regulation level have no sex differences statistically.The present research is the first to bring such factors as motivation-emotion volition into self-regulation learning model and integrate cognition, motivation-emotion, and behavior systematically, which fill in the gap in the previous studies. Another innovation in this study is establishing the developmental models of self-regulation learning of junior middle school sutdents using Structural Equation. It is found that lower graders can also have some ability of self-regulation learning, and their academic achievements are influenced by self-efficacy and cognitive strategies. With increase in grade level, metacognition and cognitive strategies exert major influences. Self-efficacy, motivation-emotion volition and resource management strategies have an important indirect effect .The third innovation is in the use of research methods. The present research combines questionnaire survey and experimental methods to systematical更多还原