物理专业大学生元认知能力、学习自我效能感及其关系研究

发布时间：2018-04-05 22:39

本文选题：大学生　切入点：物理专业　出处：《重庆师范大学》2012年硕士论文

【摘要】：大学生元认知能力是一种大学生能够知觉、理解、监督、管理、控制自己思维过程和认知活动的能力，它包括元认知计划、元认知监控、元认知调节、元认知评价四个维度。大学生学习自我效能感是大学生对自己学业学习能力的信念，包括他们对自己能否利用现有能力去完成学习任务的自信程度的评价，以及对能否采用一定学习方法达到学习目标的判断与自信。学习自我效能感包括学习能力自我效能感与学习行为自我效能感两个维度。目前，国内外对元认知能力与学习自我效能感研究的较多，针对的大部分是儿童、中小学生，而针对大学生的系统研究较少，且大学生的元认知能力与学习自我效能感的关系研究则更少。因此本文着眼于此，通过查阅国内外文献为大学生元认知能力与学习自我效能感作理论探讨，进而以重庆师范大学物理专业大学生300人为被试，调查他们的元认知能力与学习自我效能感总体水平，并分析元认知能力与学习自我效能感的关系，提出提高大学生元认知能力与学习自我效能感水平的建议。研究结果如下：（1）物理专业大学生的元认知能力与学习自我效能感水平总体处在中等偏上水平。大学一年级学生的元认知能力及学习自我效能感存在很大的个体差异。（2）物理专业大学生在元认知监控维度上不存在性别差异，，但在元认知计划、元认知调节、元认知评价三维度及其总分上存在极显著的性别差异，即男生显著高于女生；物理专业大学男生的学习自我效能感各维度及总分显著高于女生。（3）物理专业大学生在元认知能力各维度及总分上不存在学科差异，在学习能力自我效能维度及总分上也不存在学科差异，但在学习行为自我效能维度上存在学科差异，即理科师范类大学生显著高于工科电技类大学生。（4）物理专业大学生在元认知计划、监控、评价三维度及总分上均不存在年级差异，但在元认知调节维度上年级差异显著，大四年级学生显著高于大二、大三年级学生；物理专业大学生在学习自我效能感各维度上不存在年级差异，但在其总分上存在显著年级差异，大四年级学生显著高于大二年级学生。（5）物理专业大学生元认知能力及学习自我效能感各维度及总分的性别、年级交互效应显著，大一年级男生的元认知能力总分及学习自我效能感总分比大四年级男生还要高，并显著高于大二、大三年级男生，大一年级女生的元认知能力总分最低，大二年级女生的学习自我效能感总分最低。（6）物理专业大学生元认知能力与学习自我效能感呈极其显著正相关，学习自我效能感各维度及总分在元认知能力总分高中低三组上存在极其显著差异，学习自我效能各维度及总分在元认知能力总分任意两组上都存在显著差异，元认知能力总分越高学习自我效能感越高。（7）物理专业大学生元认知能力各维度对学习自我效能感各维度及总分具有良好的正向预测性。
[Abstract]:College Students' metacognitive ability of college student is a capable of perception, understanding, supervision, management, the ability to control their thinking process and cognitive activities, including metacognitive plan, metacognitive monitoring, metacognitive regulation, metacognitive assessment of four dimensions. Learning self-efficacy is the learning ability of college students on their academic beliefs of college students, including their assessment of the degree of confidence in their ability to use the existing ability to fulfill their tasks, and can be used for judgment and confidence of learning methods to achieve the goal of learning. Learning self-efficacy includes learning ability self-efficacy and learning behavior self-efficacy in two dimensions. At present, at home and abroad on the metacognitive ability and self learning study on the efficacy of more, for most children, primary and middle school students, and according to the system of college students is less, and college students' metacognitive ability and learning Study on the relationship between self efficacy is less. Therefore this paper focuses on this, through the domestic and foreign literature are discussed for college students' metacognitive ability and learning self-efficacy, and to students majoring in physics at Chongqing Normal University as subjects 300 yuan, investigation of their cognitive ability and learning self-efficacy, and analyze the relationship between metacognitive ability and learning self-efficacy, improve college students' metacognitive ability and learning self-efficacy level. Research results are as follows:
(1) the level of metacognitive ability and learning self-efficacy of college students in physical education is generally above average. There are great individual differences in metacognitive ability and learning self-efficacy of freshmen.
(2) physics majors there is no gender differences in metacognitive dimension, but in metacognitive plan, metacognitive regulation, metacognitive evaluation dimension and total score have significant gender differences, boys is significantly higher than girls; College Physics Majors Learning Self-efficacy dimensions and total score was significantly higher than that of girls.
(3) college students majoring in physical discipline does not exist differences in metacognitive ability of each dimension and the total score, the learning ability self-efficacy and the total score did not have disciplinary differences, but in learning behavior self-efficacy dimensions exist subject differences, namely science teachers college students is significantly higher than that of electrical engineering technology students.
(4) physical Major Students in metacognitive monitoring plan, dimension and total score evaluation there are no grade differences, but the differences in metacognitive regulation on the dimensions of the fourth grade students in high grade was significantly higher than the second, in the third grade students; physics majors in learning self-efficacy has no grade differences in each dimension, but there are significant grade differences in the total score, in the fourth grade students were significantly higher than the second grade high students.
(5) physics majors metacognitive ability and learning self-efficacy dimensions and total score of gender, grade a significant interaction effect, the first grade boys high metacognitive ability scores and learning self-efficacy scores than the fourth grade boys even higher, and significantly higher than the second, in the third grade boys, girls in the first grade the metacognitive ability of the lowest score, the second grade girls high learning self-efficacy score the lowest.
(6) college students majoring in physical ability of metacognition and learning self-efficacy showed significant positive correlation, learning self-efficacy dimensions and total score of meta cognitive ability scores high and low three groups there were very significant differences in learning self-efficacy dimensions and total score in metacognitive ability score any significant differences exist on the two groups the higher the score of meta cognitive ability, learning self-efficacy is higher.
(7) the dimensions of metacognition ability of college students in physics majors have good positive predictability on each dimension and total score of learning self-efficacy.

【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：O4-4;G642

【参考文献】