【摘要】 远程教育的特点是师生的时空分离,要克服这种时空分离对学习者的不利影响,就需要远程教育教师和管理者充分了解学习者外语学习过程中的认知与动机活动规律。基于远程学习者元认知的三个维度、自我效能感与外语学业成就的的相关分析和回归分析建立起的结构模型显示元认知调控对学业成绩的影响最大,其次是自我效能感,元认知知识对学业成就的影响较小;元认知体验虽不能直接作用于学业成就,但其通过自我效能感对学业成就间接产生影响。更多还原

【Abstract】 Distance education is characterized by the spatial and temporal separation between teachers and students. In order to overcome such separation,distance education teachers and management should know the regularities of distance education learners’ cognition and motivation. Based on the correlation and regression analyses,a structural model was established to investigate the effects of distance education learners’ metacognition,self-efficacy on their foreign language achievements. The results show the descending influence of distance education learners’ metacognitve regulation,self-efficacy and metacognitive knowledge on their foreign language achievements; metacognitive experience doesn’t directly influence achievements but it does so indirectly via selfefficacy.更多还原