小学至高中阶段学生自我调节学习的发展特点

发布时间：2018-01-13 20:32

本文关键词：小学至高中阶段学生自我调节学习的发展特点　出处：《心理与行为研究》2013年04期 　论文类型：期刊论文

【摘要】：采用问卷调查的方法,对小学到高中阶段学生的自我调节学习能力进行纵向研究。对每个年龄阶段学生的自我调节学习过程进行了模型匹配。发现在四个模式中:(1)模式二比较适合小学生的自我调节学习能力发展模式,模式一和模式四比较适合初中年级学生的自我调节学习能力发展模式,模式四拟合程度最佳。模式四适合高中生。(2)初中阶段,是学生自我调节学习发展较为迅速和逐渐成熟的重要时期。(3)对于高年级学生的自我调节学习模式主要以元认知为调节变量,随着年龄的增加,元认知能力也逐渐发展。
[Abstract]:Questionnaire survey was used. A longitudinal study of students' self-regulated learning ability from primary school to senior high school was carried out. The model matching of self-regulated learning process of students at each age stage was carried out. It was found that in four models: 1). Mode two is more suitable for the development model of pupils' self-regulated learning ability. Mode one and mode four are more suitable for the development of self-regulated learning ability of junior high school students. Mode four is the best fit. Mode four is suitable for senior high school students. It is an important period that students' self-regulated learning develops rapidly and matures gradually.) for the senior students, metacognition is the main regulating variable, and with the increase of age, metacognition is the main regulating variable. Metacognitive ability also develops gradually.
【作者单位】：天津师范大学研究生院;天津师范大学心理与行为研究院;首都师范大学心理系;
【基金】：天津市哲学社会科学规划课题(TJJX11-096) 天津市哲学社会科学研究规划项目(TJJX12-037)的资助
【分类号】：G442
【正文快照】： 1引言自我调节学习(self-regulated learning,SRL)是指学生有计划地调节自身的认知、情绪及活动,使其指向目标的达成(ZimmermanSchunk,1989)。主要包括认知、行为和动机三方面的要素。动机因素包含期待、价值和自我效能,其中价值包含内部目标倾向、外部目标倾向和任务价值。

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