成就目标定向对高中生学习时间分配的影响

发布时间：2018-06-16 20:18

本文选题：高中生 + 成就目标定向　；参考：《浙江师范大学》2014年硕士论文

【摘要】：自我调节学习与元认知的关系十分密切,而学习时间分配作为元认知控制的核心成分之一,也会对学习效果产生影响,尤其是在素质教育倡导的“自主学习”理念的影响下,教育工作者们更加关注学生的学习动机和学习过程。有关学习时间分配的研究已有近40年历史,它的指标主要包括项目选择和自定步调学习时间两个方面。随着研究的深入,关于学习时间分配的内在机制尚存有争议,从差异减小模型、层次模型、最近学习区模型到最新近的基于议程调节模型,研究者不断丰富内容并在以往研究的基础上加以修订和完善,他们开始探讨除了难度之外的其它因素对学习时间分配的影响。作为学习动机领域的研究热点,成就目标定向受到越来越多研究者的关注,但由于研究对象、实验范式等条件不一致,有关成就目标定向对学习时间分配的研究仍在进一步发展和完善。本研究欲探讨在难度和分值结合的两因素复杂情境中,特质性成就目标定向及其与情境性成就目标定向对高中生学习时间分配的影响,以期丰富学习时间分配的影响因素研究,为基于议程调节模型提供实证依据,促进高中学生自主学习能力的发展和课堂教学改革质量的提高。研究采用Metcalfe (2002)实验范式,由两个实验组成,均设置无时间限制的难度与分值结合的复杂情境。实验1考察在复杂情境中,特质性成就目标定向对高中生学习时间分配的影响,以70名高中生为被试,采用三因素混合实验设计；实验2增加了情境性成就目标定向的操作和检验程序,共同考察特质性和情境性成就目标定向对高中生学习时间分配的影响,以138名高中生为被试,采用四因素混合实验设计。本研究主要得出以下结论：第一,在仅有特质性成就目标定向的复杂情境中,所有被试都倾向于优先选择容易项目进行学习,但在困难项目上分配了更多的学习时间,而成绩目标定向学习者优先选择并分配更多的学习时间给高分项目；第二,在特质性和情境性成就目标定向的双重影响下,所有学习者优先选择容易项目和高分项目,但在困难项目和高分项目上分配的学习时间更多,且不同情境性成就目标定向学习者在不同难度和分值项目上的项目选择和时间分配表现出显著差异,即情境性掌握目标学习者倾向于优先选择低分项目,且在低分和困难项目上分配了更多学习时间,而情境性成绩目标学习者倾向于优先选择高分项目,且在高分和容易项目上分配了更多学习时间；第三,本研究证实了在情境性指导语的诱发下,学习者对原有学习策略和计划进行了适当调整,表现出情境性学习目标的优势作用,进一步为学习时间分配的议程模型提供了证据。
[Abstract]:The relationship between self-regulated learning and metacognition is very close. As one of the core components of metacognitive control, the allocation of learning time will also have an impact on the learning effect, especially under the influence of the concept of "autonomous learning" advocated by quality-oriented education. Educators pay more attention to students' motivation and learning process. The study on the allocation of learning time has been carried out for nearly 40 years, and its indicators mainly include two aspects: project selection and self-paced learning time. As the research progresses, the underlying mechanisms of learning time allocation remain controversial, ranging from the difference reduction model, the hierarchical model, the most recent learning area model to the most recent agenda based adjustment model. Researchers enrich the content and revise and perfect it on the basis of previous researches. They begin to explore the influence of other factors on the allocation of learning time besides the difficulty. As a hot topic in the field of learning motivation, achievement goal orientation has attracted more and more researchers' attention. The study of achievement goal orientation on the allocation of learning time is still being further developed and perfected. This study aims to explore the effects of idiosyncratic achievement goal orientation and situational achievement goal orientation on the learning time allocation of senior high school students in a complex situation of difficulty and score, in order to enrich the research on the influencing factors of learning time allocation. It provides empirical basis for agenda-based adjustment model and promotes the development of high school students' autonomous learning ability and the improvement of the quality of classroom teaching reform. The research adopts Metcalfe / 2002) experimental paradigm, which consists of two experiments, and sets up a complex situation in which the difficulty is not limited by time and the score is combined. Experiment 1 investigated the effects of trait achievement goal orientation on learning time allocation of senior high school students in complex situations. 70 senior high school students were selected as subjects, and a three-factor mixed experimental design was used. In experiment 2, the operation and testing procedures of situational achievement goal orientation were added to investigate the effects of idiosyncratic and situational achievement goal orientation on learning time allocation of senior high school students. 138 senior high school students were selected as subjects, and four factors were used to design a mixed experiment. The main conclusions of this study are as follows: first, in the complex situation with only idiosyncratic achievement goal orientation, all subjects tend to choose easy items to study first. However, more learning time is allocated to difficult items, while Achievement goal orientation learners give priority to choose and allocate more study time to high score items. Secondly, under the dual influence of idiosyncratic and situational achievement goal orientation, All learners were given priority to choose easy and high score items, but more time was allocated to difficult and high score items. Moreover, there are significant differences in project selection and time allocation among different situational achievement goal orientation learners in different difficulty and score items, that is, situational mastery goal learners tend to preferentially choose low score items. Moreover, more study time is allocated on low score and difficult items, while situational achievement target learners tend to give priority to high score items, and allocate more study time to high score and easy items. Third, The present study confirms that under the inducement of situational guidance, learners adjust their original learning strategies and plans appropriately, showing the advantage of situational learning goals, which provides further evidence for the agenda model of learning time allocation.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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