青少年自我调节学习发展特点及脑机制研究

发布时间：2018-02-17 01:53

本文关键词： 自我调节学习年龄特点脑机制动机策略　出处：《首都师范大学》2011年博士论文　论文类型：学位论文

【摘要】：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(Zimmerman Schunk,1989)。主要包括认知、行为和动机三方面的要素。自我调节学习能力是学习过程中学生自主性学习形式和效果的体现,贯穿于学生学习的各个年龄阶段。对于自我调节学习能力和过程的研究,国内外已有一些,对于不同年龄阶段的研究也有一些,但缺少纵向研究。本研究从发展性研究角度入手,对自我调节学习量表的三个分量表进行发展性的修订和研究：动机量表；策略量表；意志量表。对修订后的量表在各个年龄阶段的效果进行了结构方程模式拟合。在方平(2003)修订的量表的基础上,对量表进行了发展性的修订(小学、初中、高中、大学)。对修订的量表进行再施测并进行统计分析和结构方程模型分析。结果发现,模式一比较适合小学初中等低年级学生的自我调节学习能力发展模式,特别是在初中阶段拟合指标较好。模式显示,价值因素和自我效能、情感因素通过对元认知和动情控制因素对认知策略和资源管理策略进行调节,从而影响学习成绩。元认知和自我效能因素对成绩也有直接的影响作用。在初中阶段,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。而对于高年级学生的自我调节学习模式还有待进一步进行研究。本研究对自我调节学习能力的研究还结合了实验室研究。利用量表筛查出的自我调节学习能力较高和较低的大学生被试,进行Go/Nogo任务是考查抑制过程,发现了自我调节学习能力和学习成绩之间、和反应控制之间的对应关系。此任务是反应抑制过程的经典范式,其中包含对其进行反应的刺激和对其进行反应抑制即不反应的刺激。其中,进行反应的刺激常常以小概率事件形式出现。在反应和抑制之间转换的速度在一定程度上可以解释说明被试的反应能力和控制能力。在本研究中,被试对Go任务的反应时在被试间具有显著性差异,说明被试在Go/No-go任务中的反应和抑制之间的转换过程具有显著性差异,即有的被试比较灵活而有的被试比较刻板。自我调节学习能力较高的被试组,即自我调节学习量表得分较低者,反应时较短,反应速度较快；自我调节学习能力较低的被试组,即自我调节学习量表得分较高者,反应时较长,反应速度较慢。本研究对同样的范式进行了脑机制研究,将Go/No-go范式应用于自我调节学习能力高低水平的两组学生被试,探讨自我调节学习能力高低水平的两组学生在Go/No-go范式中体现出的抑制能力差异的脑机制。研究发现,自我调节学习能力高低组被试在No-goP3的趋势上存在着显著的差异,说明他们可能存在不同水平的反应抑制控制能力。本研究的结果可以广泛地应用于教学领域。
[Abstract]:Self-regulated learning (SRL) refers to students' systematic regulation of their own cognition, emotion and activities to achieve their goals. SRLs mainly include cognitive, behavioral and motivational elements. Self-regulated learning ability is the embodiment of students' autonomous learning form and effect in the process of learning, which runs through every age stage of students' learning. There have been some researches on self-regulated learning ability and process at home and abroad. There are also some studies on different age stages, but lack of longitudinal research. From the perspective of developmental research, this study has carried out developmental revision and research on three sub-scales of self-regulated learning scale: motivation scale; Strategy scale; Will scale. The effect of the revised scale at each age stage was fitted with structural equation model. On the basis of the scale revised by Fang Ping (2003), this paper has carried out a developmental revision of the scale (primary, junior high, high school, university, etc.). The revised scale has been re-tested, and the statistical analysis and structural equation model analysis have been carried out. The results show that, Model one is more suitable for the development model of self-regulated learning ability of junior high school students, especially in the junior middle school stage, the fitting index is better. The model shows that the value factors and self-efficacy, Affective factors affect learning achievement by adjusting metacognition and estrus control factors to cognitive strategies and resource management strategies. Metacognition and self-efficacy factors also have direct effects on achievement. It is an important period for students' self-regulated learning to develop rapidly and gradually mature, but the model of self-regulated learning for senior students needs to be further studied. In this study, the study of self-regulated learning ability was also combined with laboratory research. The task of Go/Nogo was to examine the inhibition process of college students with higher and lower self-regulated learning ability, which was screened by the scale. The relationship between self-regulated learning ability and learning achievement and reaction control is found. This task is a classic paradigm of response inhibition process. It includes the stimulus that responds to it and the stimulus that reacts to it or suppresses it. Stimuli that respond are often in the form of small probability events. The rate of conversion between response and inhibition can be explained to some extent by the ability to respond and control. In this study, There were significant differences in response time between the subjects to go tasks, which indicated that there was a significant difference in the conversion process between the responses and inhibition of the participants in the Go/No-go task. In other words, some subjects were more flexible and some subjects were more rigid. The subjects with higher self-regulated learning ability, those with lower scores of self-regulated learning scale, had shorter reaction time and faster reaction speed, and those with lower self-regulated learning ability had lower self-regulated learning ability. That is, the higher the score of self-regulated learning scale, the longer the reaction time and the slower the reaction speed. In this study, we studied the brain mechanism of the same paradigm and applied the Go/No-go paradigm to the two groups of students with self-regulated learning ability. To explore the brain mechanism of the difference of inhibition ability in Go/No-go paradigm between the two groups of students with self-regulated learning ability. It was found that there were significant differences in the trend of No-goP3 between the high and low self-regulated learning ability groups. This suggests that they may have different levels of response suppression control. The results of this study can be widely used in the field of teaching.
【学位授予单位】：首都师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：C913.5

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