初中生学业求助与自我调节学习的关系及干预研究

发布时间：2018-03-11 11:51

本文选题：初中生　切入点：学业求助　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：学业求助是指学生在学习过程中遇到困难向他人请求帮助的行为,是一种利用他人帮助以应付学习困难的重要的自我调节学习策略。本研究旨在了解初中生学业求助和自我调节学习的现状,探讨二者之间的关系,在此基础上开展以学业求助为主题的班级团体辅导,探索提高自我调节学习的有效方式。本研究运用《中小学生学业求助问卷》和《中学生自我调节学习量表》对广州市三所初中学校的初一、初二、初三学生进行问卷调查。研究一对收集到的815份有效数据进行统计处理,分析学业求助与自我调节学习的现状及关系。研究二收集了263名被试的数学学习成绩,进一步探讨学业求助、自我调节学习与学习成绩的关系。研究三采用班级团体辅导的方式进行实验干预,对实验组开展七个单元的学业求助主题班级团体辅导,对照组不做任何干预,以探讨班级团体辅导能否改善初一学生的学业求助的行为和意愿,进而提高其自我调节学习和数学学习成绩。本文研究结论如下:(1)初中生学业求助总体处于中下水平,在工具性求助行为还可以继续完善;初中生自我调节学习处于中上水平,但在计划与目标定向动机策略和认知策略需要进一步提高。(2)初中生的学业求助在性别上无显著差异。初中生自我调节学习在性别变量上女生显著高于男生,在自我监控、认知策略、资源管理、动机策略维度达到了显著水平。(3)在年级变量上,初中生学业求助和自我调节学习行为均存在显著差异。自我调节学习总体水平随年级增高而降低,学业求助总体随年级的增高而提高。(4)初中生学业求助与自我调节学习呈现显著负相关,求助代价和非适应性学业求助与自我调节学习呈现显著负相关,求助益处和工具性求助行为与自我调节学习呈现显著正相关。(5)初中生学业求助与数学学习成绩呈现显著负相关。具体表现为,在求助代价(学生)、执行性求助行为、回避求助行为与学习成绩呈显著负相关;求助益处与学习成绩呈显著正相关。(6)初中生自我调节学习总分及努力管理、自我效能、动机策略与数学学习成绩呈现显著正相关。(7)通过班级团体辅导可以增加学生的学业求助行为,降低求助代价,改善了初一学生的学业求助意愿和行为,进而显著提高了自我调节学习水平和数学学习成绩。本研究的学业求助班级团体辅导干预有效。
[Abstract]:Academic help-seeking refers to the behavior of students seeking help from others when they encounter difficulties in the course of their study. It is an important self-regulated learning strategy to use others' help to cope with learning difficulties. The purpose of this study is to understand the current situation of academic help-seeking and self-regulated learning of junior high school students, and to explore the relationship between them. On this basis, class group counseling with the theme of academic assistance was carried out. To explore the effective ways to improve self-regulated learning, the present study applies the questionnaire for academic Help-seeking of Primary and Middle School students and the Self-regulated Learning scale for Middle School students to study on the first and second grade schools of three junior high schools in Guangzhou. A questionnaire survey was conducted among junior high school students. 815 valid data were collected for statistical processing, and the current situation and the relationship between academic help and self-regulated learning were analyzed. In the second study, 263 subjects were collected. Further explore the relationship between academic help-seeking, self-regulation of learning and academic achievement. The third study used the method of class group counseling to carry out experimental intervention, and carried out seven units of academic help-seeking topic class group counseling in the experimental group. The control group did not make any intervention to explore whether group counseling could improve the students' behavior and willingness to seek help. The conclusion of this study is as follows: 1) the junior middle school students' academic help for help is generally at the middle and lower level, and the instrumental help-seeking behavior can continue to be improved, while the junior high school students' self-regulated learning is at the middle and upper level. However, there is no significant difference in academic help-seeking among junior high school students in terms of planning, goal-oriented motivation strategies and cognitive strategies. Self-regulated learning of junior high school students is significantly higher than that of boys in terms of gender variables and self-monitoring. Cognitive strategy, resource management, motivation strategy dimension reached significant level. In grade variables, there were significant differences in academic help-seeking and self-regulated learning behavior of junior high school students. The overall level of self-regulated learning decreased with the increase of grade. (4) there was a significant negative correlation between academic help-seeking and self-regulated learning, and a significant negative correlation between help-seeking cost and non-adaptive academic help-seeking and self-regulated learning. Help-seeking benefit and instrumental help-seeking behavior were significantly positively correlated with self-regulated learning. (5) there was a significant negative correlation between academic help-seeking and mathematics achievement of junior high school students. There was a significant negative correlation between help-seeking behavior and academic achievement, and there was a significant positive correlation between help-seeking benefit and academic achievement. 6) the total score of self-regulated learning, effort management and self-efficacy of junior high school students. Motivation strategy is significantly positively correlated with mathematics achievement. (7) Class group counseling can increase students' academic help-seeking behavior, reduce the cost of seeking help, and improve the students' willingness and behavior to ask for help. Thus, the self-regulated learning level and mathematics learning achievement were significantly improved. The group counseling intervention of academic help classes in this study was effective.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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