【作者】 谢薇；

【导师】 张灵聪； 程利国；

【作者基本信息】 福建师范大学 ， 发展与教育心理学， 2006， 硕士

【摘要】 本研究以426名初中三个年级的学生为研究对象，探讨了初中阶段学生的学习自我控制力与学习动机、学习自我效能感、归因方式和亲子沟通心理之间的关系。研究主要是通过三大步骤完成的。首先是修订量表的过程。以张灵聪编制的《初中生学习自我控制力量表》为基础，经过项目分析和验证性因素分析经过适当的删减和调整，建立了初中生学习自控力的结构方程模型，得出最终的量表。经检验，本研究所修订的《初中生学习自我控制力问卷》具有较高的信度和效度。其次，探讨了初中生学习自控力的特点，结果表明，初中生学习自控力在学校和年级上存在显著差异，但是在性别上没有差异；初中生的学习自控力随着年级的增长呈现逐渐下降的趋势。再次，对四个影响因素与初中生学习自控力之间的关系进行了分析与探讨。结果表明，各影响因素的不同水平与学生的学习自我控制力存在显著差异。学习行为效能感、学习能力效能感、亲子沟通心理和学习内部动机这四个因素对初中生的学习自我控制力有较大的预测作用。进一步的路径分析表明，外部学习动机和外部归因方式都分别通过学习行为效能感、学习能力效能感、亲子沟通心理和学习内部动机这四个因素产生预测作用，从而间接地对学习自控力产生预测作用。更多还原

【Abstract】 426 junior high pupils participated in the research. And the study analyzed the influence of self-control learning of junior high pupils, examining the relationship among academic motivation, academic self-efficacy, attribution, communicational atmosphere between children and parents and self-control learning. This research consists of three parts. The first part is to emend the questionnaire—the Self-control learning Questionnaire of Junior High Pupils, which is based on the questionnaire built by Zhanglingcong. After analyzing items and confirmatory factor analyzing, the final questionnaire came out and the structural equation model of junior high pupils was built. By comparison, this questionnaire has high reliability and validity. In the second part, the paper analyzed the characteristic of self-control learning of junior high pupils. Result is that there are some difference in power of self-control, sense of self-control, direction of self-control and strategy of self-control at school and grade, but not at sex. The power of self-control learning descended gradually with the grade raised. In the third part, the paper analyzed and discussed the relationship among academic motivation, academic self-efficacy, attribution, communicational atmosphere between children and parents and self-control learning. The results revealed that in different levels of variables students’ self-control learning, to a great extent, existed significant difference. Academic self-efficacy, internal academic motivation and the communicational atmosphere between children and parents greatly forecasted students’ self-control learning. Through the analyzing of structural equation models, we found that external academic motivation and external attribution forecasted academic self-efficacy, internal academic motivation and the communicational atmosphere between children and parents. Meanwhile they indirectly forecasted the self-control learning.更多还原