不同学习时间分配下初中生成就动机对学习判断的影响研究

发布时间：2018-05-01 08:39

本文选题：初中生 + 学习判断　；参考：《河北师范大学》2017年硕士论文

【摘要】：学习判断是指学习者对自己当下学习过的项目在随后测验中回忆成绩的预见性判断。学习判断准确与否将决定学习者是否继续进行学习,决定学习者能否进行有效的学习时间分配,因此学习判断对学习者的自主学习有着非常重要的指导意义。成就动机是能够促使个体努力完成有价值或者较为重要事情并做到尽善尽美的一种内部力量,它是影响学习判断的重要因素已有研究发现成就动机的高低不同所对应的学习判断准确性也不同,那么这种不同的学习判断准确性在固定步调的学习时间分配下和自定步调的学习时间分配下又是怎样的呢?因此本研究在两个不同的学习时间分配(固定步调与自定步调)条件下,从成就动机高低和学习判断类型两个维度出发,分别将被试分为四组:高动机即时判断组、高动机延迟判断组、低动机即时判断组、低动机延迟判断组。之后通过学习判断实验,判断在不同的学习时间分配条件下,高低成就动机者对学习判断的准确性是怎样的。实验结果证明了不同的学习时间分配条件下,高低成就动机者对学习判断的准确性不同。具体结果如下:1.初中生成就动机水平在性别、年级、是否为独生子女、是否为班干部等人口学变量上差异显著;2.成就动机水平与学习判断关系:固定步调学习时间分配条件下和自定步调学习时间分配条件下,低成就动机者的学习判断准确率均显著高于高成就动机者;3.学习时间分配与学习判断类型关系:固定步调学习时间分配条件下,即时判断的学习判断等级和回忆成绩均显著高于延迟判断的学习判断等级和回忆成绩;自定步调学习时间分配下,学习判断类型在学习判断等级和回忆成绩上均不显著。
[Abstract]:Learning judgment refers to the predictive judgment that learners recall their scores in subsequent tests. Whether the learning judgment is accurate or not will determine whether the learner continues to study or not and whether the learner can effectively allocate the learning time. Therefore, learning judgment has a very important guiding significance for learners' autonomous learning. Achievement motivation is an internal force that enables an individual to work hard to accomplish something of value or importance and to be perfect. It is an important factor affecting learning judgment. Previous studies have found that the accuracy of learning judgment is different from the level of achievement motivation. So what is the accuracy of different learning judgment under the fixed pace of learning time allocation and the self-paced learning time allocation? Therefore, under two different learning time allocation conditions (fixed pace and self-paced), the subjects were divided into four groups from the two dimensions of achievement motivation and learning judgment type: the high-motivation instant judgment group. High motivation delay judgment group, low motivation instant judgment group, low motivation delay judgment group. Then, through the experiment of learning judgment, the accuracy of learning judgment of high and low achievement motivation is judged under different learning time allocation conditions. The experimental results show that the accuracy of learning judgment is different between high and low achievement motivation subjects under different learning time allocation conditions. The results are as follows: 1. Junior high school students' achievement motivation level in gender, grade, whether the only child, whether class cadres and other demographic variables are significantly different by 2. 5%. The relationship between achievement motivation level and learning judgment: under the condition of fixed pace learning time allocation and self-paced learning time allocation, the learning judgment accuracy of low achievement motivation group was significantly higher than that of high achievement motivation group. The relationship between learning time allocation and learning judgment types: under the condition of fixed step learning time allocation, the learning judgment grades and recall scores of instant judgment were significantly higher than those of delayed judgment; Under the allocation of self-paced learning time, the types of learning judgment were not significant in the grades of learning judgment and recall scores.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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