青少年元认知、大五人格特质与学习适应行为的关系

发布时间：2018-01-03 21:09

本文关键词：青少年元认知、大五人格特质与学习适应行为的关系　出处：《广州大学》2009年硕士论文　论文类型：学位论文

【摘要】： 适应与发展,是青少年发展过程中的核心任务。青少年的发展成长,本质上就是一个不断社会化从而适应社会,并在这个适应过程中努力发展自我的历程。上世纪80年代初,西方发展心理学与教育心理学领域兴起了关于学习适应的教学与训练研究,大大促进了课堂教学的改革,取得了良好的效果。自上世纪90年代以来,学习适应问题的研究日益受到国内教育心理学研究者的重视。大量的国内外的研究表明,良好学习适应状况能有效地预测学生的学习成绩。本研究以青少年社会适应行为整合模型和认知情感人格系统(CAPS)的相关观点为理论依据,采用文献法、访谈法、测量法、经验总结法等多种方法相结合进行研究。随机抽取广州市普通中学和重点中学各两所的初一、初二、高一和高二四个年级共985名中学生为被试,运用描述统计、T检验、方差分析和多元层次回归分析等方法进行数据处理。探讨青少年元认知、大五人格特质与学习适应行为的关系,说明了元认知作为一种重要认知情感单元(CAU),对典型人格加工结构的形成和加工动力产生的作用,及其与大五人格特质和学习适应行为的关系,证明了大五人格特质在元认知与学习适应行为之间关系上起到了显著的中介作用。并简要讨论了青少年社会适应行为研究的将来发展趋势。本研究主要结论如下: 1.性别、学校类型和年级因素对青少年元认知、大五人格特质和学习适应行为具有显著的影响。 2.青少年元认知发展呈现随年级升高而逐渐下降的趋势;在初一到高一阶段,青少年学习适应行为呈现出随年级升高而逐渐下降的趋势,在高一到高二阶段,青少年学习适应行为呈现出随年级升高而逐渐升高的趋势。 3.青少年元认知、大五人格特质与学习适应行为存在普遍的显著相关。大五人格特质因素在元认知对学习适应行为的影响过程中起中介作用。
[Abstract]:Adaptation and development are the core tasks in the process of youth development. In essence, the development and growth of teenagers is a process of socialization to adapt to society, and to develop themselves in the process of adaptation. In -20s, the western field of developmental psychology and educational psychology developed the teaching and training research on learning adaptation, which greatly promoted the reform of classroom teaching. Since -10s, the study of learning adaptation has been paid more and more attention by domestic educational psychology researchers. A large number of domestic and foreign studies show that. Good learning adaptation can effectively predict students' academic performance. Based on the theories of social adaptation behavior integration model and cognitive affective personality system (CAPSs), this study adopts literature, interview and measurement methods. In this study, 985 middle school students were randomly selected from four grades of Grade one, Grade two, Grade one and Grade two of Guangzhou General Middle School and key Middle School. The data were processed by descriptive statistical T test, variance analysis and multivariate hierarchical regression analysis. The relationship between adolescents' metacognition, Big five personality traits and learning adaptive behavior was discussed. This paper illustrates the role of metacognition as an important cognitive and affective unit in the formation of typical personality processing structure and its relationship with personality traits and learning adaptation behavior of Big five. It is proved that the personality traits of Big five play an important role in the relationship between metacognition and learning adaptive behavior, and the future development trend of the study on social adaptive behavior of adolescents is briefly discussed. The main conclusions of this study are as follows: 1. Gender, school type and grade factors had significant effects on adolescents' metacognition, personality traits and learning adaptive behaviors. 2. The development of metacognition of adolescents decreased gradually with the increase of grade; From the first year to the first year of senior high school, the learning adaptation behavior of adolescents decreased gradually with the increase of grade, and in the first and second years of senior high school. Adolescents' learning adaptive behavior shows a trend of increasing with the increase of grade. 3. There is a significant correlation between metacognition, personality trait of Big five and learning adaptive behavior, which plays an intermediary role in the process of influence of metacognition on learning adaptive behavior.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2

【引证文献】