高三学生学习策略、自我效能感、成就动机与高考成绩关系的研究

发布时间：2018-07-02 08:15

本文选题：高三学生 + 学习策略　；参考：《陕西师范大学》2005年硕士论文

【摘要】：在中国现行教育体制下,高三学生作为一个特殊的群体,面临着高考升学的激烈竞争,承受着超负荷的学业及心理负担,要从根本上缓解他们的学习负担和心理压力,更重要的是必须帮助他们熔化“策略冰山”,教给他们比知识更重要的东西——方法。大量研究表明,良好学习策略的运用能有效提高学生的学习成绩。了解高三学生学习策略运用情况,帮助他们迅速掌握并运用有效的学习策略,具有尤为重要的理论和现实意义。同时,自我效能感、成就动机等因素作为个体行为和结果的内部原因,在高三这一特定阶段很有可能与学生的学习策略及高考成绩存在一定关联,因此,它们也是本研究所要探讨的重要内容。本研究在高考前一月内,采用中学生学习策略量表、学业自我效能感问卷、一般自我效能感量表、成就动机量表对西安市第四十二中学、第四十四中学、汉中地区洋县一中、洋县二中等四所中学的514名高三学生进行了问卷测量,试图探查高三学生对学习策略的具体运用情况及其与自我效能感、成就动机和他们的最终学习结果——高考成绩之间的关系。研究结论如下: 1.高三学生普遍比较善于运用学习策略,其运用最多的是反馈调节策略、自我总结策略和检索应用策略,最不常用的是浅层加工策略和监督检查策略。 2.高考成绩优良组学生对七种学习策略的运用符合全体被试总体对学习策略运用的基本趋势,但他们在程度上比被试总体能更好地运用这些策略,高考成绩一般组和较差组在学习策略的运用上也有显著差异。 3.高三学生对学习策略的运用存在着性别差异、专业(文、理科)差异和城乡差异,学校类别(重点或普通)与性别的交互作用、学校类别与专业及性别的交互作用,以及学校类别与城乡的交互作用也达到显著水平。高三男生对学习策略的运用优于女生;理科学生对学习策略的运用优于文科学生;乡镇学生对学习策略的运用总体上优于城市学生;学校类别与性别、专业、城乡等三种因素共同对高三学生的学习策略运用产生影响。 4.高三学生的学业自我效能感对其学习策略的运用具有积极影响作用,高自我效能感学生更多地运用学习策略以提高学业成绩。一般自我效能感与对学习策略的运用具有显著正相关,但在考虑学业成绩及其它动机因素时却不能有效预测高三学生对学习策略的运用。 5.高三学生追求成功的动机对学习策略具有积极影响作用,追求成功动机越
[Abstract]:Under the current education system in China, senior three students, as a special group, are facing fierce competition in the entrance examination for entrance examination, bearing the overload of their academic and psychological burdens, so they should fundamentally alleviate their study burden and psychological pressure. More importantly, they must be helped to melt the "strategic iceberg" and teach them something more important than knowledge-methods. A large number of studies have shown that the use of good learning strategies can effectively improve students' academic performance. It is of great theoretical and practical significance to understand the application of learning strategies in senior three students and to help them master and use effective learning strategies quickly. At the same time, self-efficacy, achievement motivation and other factors, as internal reasons of individual behavior and outcome, are likely to be related to students' learning strategies and college entrance examination results in the specific stage of senior high school. They are also the important contents of this study. In the first month before the college entrance examination, we used the middle school students' study strategy scale, the academic self-efficacy questionnaire, the general self-efficacy scale, the achievement motivation scale to Xi'an No. 42 middle school, the 44 middle school, the Hanzhong area Yangxian No. 1 middle school. A questionnaire survey was conducted among 514 senior high school students from four middle schools in Yangxian County to explore their specific application of learning strategies and their sense of self-efficacy. The relationship between achievement motivation and their final learning results-the results of the college entrance examination. The conclusions are as follows: 1. Senior three students are generally good at using learning strategies, and the most frequently used strategies are feedback adjustment strategies, self-summing strategies and retrieval strategies. The least commonly used are shallow processing strategies and supervisory inspection strategies. 2. The use of the seven learning strategies by the students in the excellent group of college entrance examination is in line with the basic trend of the overall application of the learning strategies, but to a greater extent they can use these strategies better than the subjects as a whole. There are also significant differences in the use of learning strategies between the average group and the poor group in the college entrance examination. 3. 3. There are gender differences in the use of learning strategies, differences in major (arts, science), urban and rural differences, the interaction between school types (emphasis or common) and gender, and the interaction between school types and majors and gender. And the interaction between school types and urban and rural areas also reached a significant level. The use of learning strategies by senior high school boys is superior to that of girls; the use of learning strategies by science students is superior to that of liberal arts students; the use of learning strategies by township students is generally superior to that of urban students; the types and gender of schools, majors, Urban and rural factors have a common impact on the use of learning strategies of senior high school students. 4. 4. High school students' sense of academic self-efficacy has a positive effect on the use of their learning strategies. Students with high sense of self-efficacy use learning strategies to improve their academic performance. General self-efficacy was positively correlated with the use of learning strategies. However, when considering academic achievement and other motivational factors, it can not effectively predict the use of learning strategies by senior three students. 5. High school students' motivation for success has a positive effect on learning strategies.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G442

【相似文献】