结构日记训练对初中生自我调节学习能力的促进

发布时间：2018-05-29 12:37

本文选题：自我调节学习 + 结构日记　；参考：《东北师范大学》2017年硕士论文

【摘要】：自我调节学习能力是学生在学校学习阶段以及日后的工作生活中所需要的重要能力。通过填写结构日记对初中生的自我调节学习能力进行训练是一种成本较低、实施方便的方法,本研究比较分析了四个主要的自我调节学习模型(COPES模型、Boekaerts的六成分模型、Pintrich的自我调节学习一般框架和Zimmerman三阶段循环模型),提取四个模型均较为重视的变量,并结合已有的训练研究中所选取的变量,最终确定对目标设置、时间计划管理、自我监控和反省、意志调控、选择学习环境这五方面进行训练,探究以填写结构日记的方式训练初中生自我调节学习能力是否有效,以及对不同自我调节学习初始水平学生的训练效果是否有差异。本研究采取实验组、控制组前后测的准实验设计模式,研究对象为109名初二学生,实验组55人,控制组54人,对实验组进行为期八周的日记训练而控制组不予训练,实验组控制组均参加前后测,对两组的前后测进行重复测量方差分析,并对实验组所填写的结构日记进行一元线性回归分析。结果表明:1、结构日记训练可以提高初中生目标设置、自我监控和反省、选择学习环境能力,对时间计划管理、意志调控能力没有明显训练效果。2、对高自我调节学习初始水平学生而言,结构日记训练可以提高目标设置、自我监控和反省、选择学习环境能力,对时间计划管理、意志调控能力没有明显训练效果;对低自我调节学习初始水平学生而言,结构日记训练只提高了选择学习环境能力。
[Abstract]:Self-regulated learning ability is an important ability that students need in school learning stage and future work life. It is a low cost and convenient method to train junior high school students' self-regulated learning ability by filling out structural diary. In this study, four major self-regulated learning models, Zimmerman three-stage cycle model and Pintrich's general framework of self-regulated learning, were compared and analyzed, and the variables which were paid more attention to by the four models were extracted from the four models, which were based on the six components of the model, Pintrich's general framework of self-regulated learning and the three-stage cycle model of Zimmerman. Combined with the variables selected in the existing training research, the final determination of the goal setting, time planning management, self-monitoring and introspection, will control, the choice of learning environment to carry on the training. To explore whether it is effective to train junior middle school students' self-regulated learning ability by filling out structural diaries and whether there are differences in the training effects of students at different self-regulated learning initial levels. In this study, the experimental group, the control group before and after the test of quasi-experimental design model, 109 students, experimental group 55 students, control group 54 people, the experimental group for eight weeks of diary training, the control group did not train. The control group of the experimental group took part in the pre-and post-test, and repeated analysis of variance of the two groups was carried out, and the structural diary filled out in the experimental group was analyzed by univariate linear regression analysis. The results show that the structure diary training can improve junior high school students' goal setting, self-monitoring and introspection, choose the ability of learning environment, and manage the time plan. For students with high self-regulated learning level, structural diary training can improve the goal setting, self-monitoring and introspection, choose the ability of learning environment, and manage the time plan. For the students with low self-regulated learning level, the training of structural diary only improves the ability of choosing learning environment.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

【参考文献】